Belfast School



Belfast Central School26057005589600Crisis PlanAdopted August 14, 2018Table of Contents Page #IntroductionCrisis Plan introduction …………………………………………………………………………………………………………………………………...4CPS Reporting ProtocolMandated reporter information …………………………………………………………………………………………………………………………...5Making a call at Belfast Central …………………………………………………………………………………………………………………………..7BCS Child Abuse Hotline Report Summary Form ……………………………………………………………………………………………………….8NYS LDSS-2221A ……………………………………………………………………………………………………………………………………….9Suicide ProtocolsSuicidal ideations and threats ……………………………………………………………………………………………………………………………10Suicide attempt on school property or at a school event ………………………………………………………………………………………………..13Significant suicide attempt by a student which occurs off school property …………………………………………………………………………….18After a death by student suicide …………………………………………………………………………………………………………………………20Student death by suicide during summer/ school break …………………………………………………………………………………………………23Release of information …………………………………………………………………………………………………………………………………..25Risk assessment referral form …………………………………………………………………………………………………………………………...26Approaches with suicidal students ………………………………………………………………………………………………………………………27Suicide and depression screening tools ………………………………………………………………………………………………………………….30Resources for Evaluations ……………………………………………………………………………………………………………………………….30Creating a safety plan ……………………………………………………………………………………………………………………………………31School re-entry for a student who has attempted or made serious suicidal threats ……………………………………………………………………..32Sample letter to parent prior to return to school ………………………………………………………………………………………………………...33Sample referral letter to physician/ mental health professional/ psychologist ………………………………………………………………………….34Sample announcement to students, faculty, and staff after a death ……………………………………………………………………………………..35Sample notifications for parents following s death by suicide ………………………………………………………………………………………….39Responding to the media ………………………………………………………………………………………………………………………………...42Grief/Crisis Reaction ProtocolEvent Description………………………………………………………………………………………………………………………………………...44Checklist…………………………………………………………………………………………………………………………………………………45Sample Staff Emails & Alerts……………………………………………………………………………………………………………………………48Outline of Staff Meeting…………………………………………………………………………………………………………………………………49Sample Statement………………………………………………………………………………………………………………………………………...50Student Sign-In for Crisis Center………………………………………………………………………………………………………………………...51Working List of Students Who Need Counseling/Check-In……………………………………………………………………………………………..52Follow-Up Email to Staff………………………………………………………………………………………...............................................................53How to Support Grieving Students………………………………………………………………………………………………………………………54Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers…………………………………………………………..55Helping Children Cope With Loss, Death, and Grief: Tips for Teachers and Parents…………………………………………………………………..59Helping Children Cope with Terrorism and Promoting Compassion and Acceptance in Crisis………………………………………………………...63Helping Teens with Traumatic Grief: Tips for Caregivers……………………………………………….……………………………………………...65Helping Young Children with Traumatic Grief: Tips for Caregivers……………………………………………………………………………………66Parent Tips for Helping School-Age Children after Disasters………………………………………………...................................................................67The purpose of this Crisis Plan is to facilitate the following:Identify crisis situationsConsider options of responseDetermine appropriate actions and interventionsOversee implementation of planObserve recoveryDetermine follow-upEvaluate effectiveness of plan implementationCollect and management documentation for student crisis CRISIS TEAM MEMBERSDr. Wendy Butler Ed.D., SuperintendentMr. Michael Roche, 5-12 PrincipalMrs. Jessica Hess, PK-4 Principal/ Director of Pupil ServicesMrs. Teresa Heaney, Guidance CounselorMrs. Sharon McGarvey, School PsychologistMrs. Jane Foster, Home to School CoordinatorMrs. Emily Nelson, CounselorMrs. Amy Giboo, School NurseChild Protective ServicesWho Are Mandated Reporters?New York State recognizes that certain professionals are specially equipped to perform the important role of mandated reporter of child abuse or maltreatment.Those professionals include:PhysicianRegistered physician's assistantSurgeonMedical examinerCoronerDentistDental hygienistOsteopathOptometristChiropractorPodiatristResidentInternPsychologistRegistered nurseSocial workerEmergency medical technicianLicensed creative arts therapistLicensed marriage and family therapistLicensed mental health counselorLicensed psychoanalystHospital personnel engaged in the admission, examination, care, or treatment of personsChristian Science practitionerSchool official, including (but not limited to):school teacherschool guidance counselorschool psychologistschool social workerschool nurseschool administrator or other school personnel required to hold a teaching or administrative license or certificateSocial services workerDirector of a children's overnight camp, summer day camp or traveling summer day campDay care center workerSchool-age child care workerProvider of family or group family day careEmployee or volunteer in a residential care facility for childrenAny other child care or foster care workerMental health professionalSubstance abuse counselorAlcoholism counselorAll persons credentialed by the NYS Office of Alcoholism and Substance Abuse ServicesPeace officerPolice officerDistrict attorney or assistant district attorneyInvestigator employed in the office of the district attorneyAny other law enforcement officialThe entire current list can be found in Article 6, Title 6, Section 413 of the New York Social Services Law, which can be accessed online through the New York State Legislature's Website (?). Click on Laws of New York to access Social Services Law.When Am I Mandated to Report?Mandated reporters are required to report suspected child abuse or maltreatment when they are presented with a reasonable cause to suspect child abuse or maltreatment in a situation where a child, parent, or other person legally responsible for the child is before the mandated reporter when the mandated reporter is acting in his or her official or professional capacity. "Other person legally responsible" refers to a guardian, caretaker, or other person 18 years of age or older who is responsible for the care of the child.What Is a Professional Role?For example, a doctor examining a child in her practice who has a reasonable suspicion of abuse must report her concern. In contrast, the doctor who witnesses child abuse when riding her bike while off-duty is not mandated to report that abuse. The mandated reporter's legal responsibility to report suspected child abuse or maltreatment ceases when the mandated reporter stops practicing his/her profession. Of course, anyone may report any suspected abuse or maltreatment at any time and is encouraged to do so.Reasonable Cause to SuspectReasonable cause to suspect child abuse or maltreatment means that, based on your rational observations, professional training and experience, you have a suspicion that the parent or other person legally responsible for a child is responsible for harming that child or placing that child in imminent danger of harm. Your suspicion can be as simple as distrusting an explanation for an injury.What Is Abuse and Maltreatment?Abuse: Abuse encompasses the most serious injuries and/or risk of serious injuries to children by their caregivers. An abused child is one whose parent or other person legally responsible for his or her care inflicts serious physical injury upon the child, creates a substantial risk of serious physical injury, or commits a sex offense against the child. Abuse also includes situations where a parent or other person legally responsible knowingly allows someone else to inflict such harm on a child.Maltreatment?(includes Neglect):Maltreatment means that a child's physical, mental or emotional condition has been impaired, or placed in imminent danger of impairment, by the failure of the child's parent or other person legally responsible to exercise a minimum degree of care by:failing to provide sufficient food, clothing, shelter, education; orfailing to provide proper supervision, guardianship, or medical care (refers to all medical issues, including dental, optometric, or surgical care); orinflicting excessive corporal punishment, abandoning the child, or misusing alcohol or other drugs to the extent that the child was placed in imminent danger.Poverty or other financial inability to provide the above is not maltreatment.How Do I Recognize Child Abuse and Maltreatment?The list that follows contains some common indicators of abuse or maltreatment. This list is not all-inclusive, and some abused or maltreated children may not show any of these symptoms.Indicators of Physical Abuse Can Include:Injuries to the eyes or both sides of the head or body (accidental injuries typically only affect one side of the body);Frequent injuries of any kind (bruises, cuts, and/or burns), especially if the child is unable to provide an adequate explanation of the cause. These may appear in distinctive patterns such as grab marks, human bite marks, cigarette burns, or impressions of other instruments;Destructive, aggressive, or disruptive behavior;Passive, withdrawn, or emotionless behavior;Fear of going home or fear of parent(s).Indicators of Sexual Abuse Can Include:Symptoms of sexually transmitted diseases;Injury to genital area;Difficulty and/or pain when sitting or walking;Sexually suggestive, inappropriate, or promiscuous behavior or verbalization;Expressing age-inappropriate knowledge of sexual relations;Sexual victimization of other children.Indicators of Maltreatment Can Include:Obvious malnourishment, listlessness, or fatigue;Stealing or begging for food;Lack of personal care - poor personal hygiene, torn and/or dirty clothes;Untreated need for glasses, dental care, or other medical attention;Frequent absence from or tardiness to school;Child inappropriately left unattended or without supervision.Where Do I Call to Make a Report?As soon as you suspect abuse or maltreatment, you must report your concerns by telephone to the New York Statewide Central Register of Child Abuse and Maltreatment (SCR) 1-800-635-1522. The SCR is open 24 hours a day, seven days a week, to receive your call. The timeliness of your call is vital to the timeliness of intervention by the local department of social services' Child Protective Services (CPS) unit. You are not required to notify the parents or other persons legally responsible either before or after your call to the SCR. In fact, in some cases, alerting the parent may hinder the local CPS investigation and adversely affect its ability to assess the safety of the children.Making a CPS Report at Belfast Central SchoolAny mandated reporter making a hotline report as a Belfast Central employee must complete the Belfast Central School Child Abuse Hotline Report Summary Form (see below) prior to making the call. (The form contains information that will be requested when making the report.)After the Hotline call has been made, the Belfast Central School Child Abuse Hotline Report Summary Form must be given to the Guidance Office for record keeping.If the Hotline report is accepted, the mandated reporter must also complete the NYS LDSS-2221A report and give the report to the Guidance Office. The Guidance Office will retain a copy of the form and will mail the official form to the Allegany DSS/CPS.If you have made a call as a mandated reporter, inform an administrator immediately.Create a log entry in PowerSchool, identifying whether the report was accepted.**If you are not sure if you should make a hotline report, talk to an administrator, counselor, or the nurse.**Belfast Central SchoolChild Abuse Hotline Report Summary Form1-800-635-1522Date of Report:Staff Person Making Report:Student:DOB:CA:Grade:Disability?Y or NParents:Father’s Name:Age:Custody?Y or NAddress:Phone:Cell:Mother’s Name:Age:Custody?Y or NAddress (if different):Phone:Cell:Other Adults living in the home:Siblings:DOB:DOB:DOB:DOB:DOB:DOB:Other children in the home:DOB:DOB:DOB:DOB:Basis for making the report:Report accepted by hotline:Y or NReport #Date DSS-2221A sent to Allegany County DSS:Report Taker:A copy of this summary report must be given to the Guidance Office immediately after a report is filed, if filing the report in your capacity as a mandated reporter.If the report is accepted, please also fill out the LDSS-2221A report and also give it to the Guidance Office. The Guidance Office will send the form to the Allegany County DSS/CPS.Please contact any office if you need assistance with the reporting process.LDSS-2221A (Rev. 10/2008) FRONTNEW YORK STATEOFFICE OF CHILDREN AND FAMILY SERVICES REPORT OF SUSPECTEDCHILD ABUSE OR MALTREATMENTReport DateCase IDCall IDTime AM PM : Local Case #Local Dist/AgencyBelfast SDList all children in household, adults responsible and alleged subjects.Line #Last NameFirst NameAliasesSex(M, F, Unk)Birthday or Age Mo/Day/ YrRace CodeEthnicity(Ck Only If Hispanic/Latino)Relation CodeRole CodeLang. Code1.2.3.4.5.6.7.30978702667000MOREList Addresses and Telephone Numbers (Using Line Numbers From Above)(Area Code) Telephone No.Alleged suspicions of abuse or maltreatment. Give child(ren)’s line number(s). If all children, write “ALL”.DOA/ FatalityChild’s Drug/Alcohol UseSwelling/Dislocation/SprainsFracturesPoisoning/Noxious SubstancesEducational NeglectInternal Injuries (e.g. Subdural Hematoma)Choking/Twisting/ShakingEmotional NeglectLacerations/Bruises/WeltsLack of Medical CareInadequate Food/Clothing/ShelterBurns/ ScaldingMalnutrition/Failure to ThriveLack of SupervisionExcessive Corporal PunishmentSexual AbuseAbandonmentInappropriate Isolation/Restraint (Institutional Abuse Only)Inadequate GuardianshipParent’s Drug/Alcohol MisuseInappropriate Custodial Conduct (Institutional Abuse Only)Other (Specify)State reasons for suspicion, including the nature and extent of each child’s injuries, abuse or maltreatment, past and present, and any evidence or suspicions of “Parental” behavior contributing to the problem.(If known, give time/date of alleged incident)MODayYearTime : AM PM__Additional sheet attached with more explanationMandated Reporter requests finding of InvestigationX YES ___ NOName:(Area Code) TelephoneAddress: 1 King St. Belfast, NY 14711AddressAgency/Institution: Belfast Central SchoolAgency/InstitutionMed. Exam/CoronerPhysicianHospital StaffLaw EnforcementNeighborRelativeInstit. StaffSocial ServicesPublicMental HealthSchool StaffOther (SpecifyFor Use By Physicians OnlyMedical Diagnosis on ChildSignature of Physician who examined/treated child(Area Code) Telephone No.Actions Taken OrAbout To Be TakenMedical ExamX-RayRemoval/KeepingNot. Med Exam/CoronerPhotographsHospitalizationReturning HomeNotified DASignature of Person Making This Report:XTitleDate SubmittedMo. Day YearSuicide Threat ProtocolPrevention: Suicidal Ideation and ThreatsThe following are procedures for dealing with students who express a desire to harm themselves. When the risk of suicide exists, the situation must be managed by the designated staff. Under no circumstances should an untrained person attempt to assess the severity of suicidal risk. All assessment of threats, attempts or other risk factors must be left to the appropriate professionals (i.e. guidance counselors, social workers, psychologists, mental health therapists, resource coordinators, building administrators, school nurse).In cases of suicidal risk, the school should maintain a confidential record of actions taken. All records will be securely stored in the Guidance Office. This will help assure that appropriate assessment, monitoring, and support are provided as well as document the school’s efforts to intervene and protect the student. The following form template may be used for this purpose and then signed by appropriate staff members. It is recommended that the forms be readily available for reference/documentation.√STEPS for School Staff/Teachers__________1. During the school day, if a student indicates to any School Employee that they are thinking of harming themselves, call the student’s guidance counselor or Mrs. Lingenfelter (who will find a counselor or administrator). DO NOT LEAVE THE STUDENT ALONE. Take immediate action to isolate the individual posing a threat and prevent access to potential weapons (if known). The student should be escorted to the guidance department or an administrator’s office. If a member of the Crisis team needs assistance, discreetly send a text to Wendy Butler, Mike Roche, Jess Hess, Teresa Heaney, Amy Giboo, Emily Nelson, Jane Foster and Sharon McGarvey and support will come to you.√STEPS for Guidance Counselors/Administrators/Designated Staff__________2. ASSESSMENT OF RISK/THREAT:A counselor and an administrator will assess the seriousness of the threat. In the case of a life-threatening situation, the student and the staff members involved must understand that the issue of confidentiality shall no longer apply. Question the student about:a. any feelings of hopelessness and the length of time of such feelings.b. any thoughts about killing himself/herself and discuss the persistency and strength of the thoughts.c. whether any plans have been made, the details of the plan, and whether any preliminary actions have been taken. Determine lethality for suicide by asking pointed questions and/or by administering a standardized assessment tool (See Approaches to Suicidal Students on pages 27-30, and Suicide and Depression Screening Tools on page 30).NOTE: Should the student reveal issues of parental abuse or neglect, school professional should call the child abuse hotline (1-800-635-1522) immediately and emphasize possible contributory factors in suicidal ideation.__________3. PARENTAL COMMUNICATION: The parent/guardian must be notified immediately by the student’s counselor (if they have school-based counseling) or the Guidance Counselor if the student is not being seen for regular counseling. Contact with parent/guardian should be made in person by the building principal, a Crisis Team (BCT) member, and/or other trained school personnel. The student may only be released to a parent/guardian, law enforcement official or emergency medical staff. District staff will request a release of information form to be signed by the student’s guardian when being picked up (See enclosed form).The building principal and/or a designee will offer support to the student and the family, letting them know specifically the services to which the school can refer. a. The student should receive a psychological or mental health assessment before returning to school. The assessment must include a recommendation that the student is safe to return to school. b. Parent/guardian will be given a letter to explain the procedure to obtain the assessment (see sample letter on page 50). Attached to this letter will be information from the school that notates the concern exhibited at school with a place to be signed by the emergency room doctor, the psychologist or mental health professional who assesses the student (see sample letter on page 30). c. Make the parent/guardian aware of sources for assessment and treatment (Resources for Evaluations page 30). d. The parent/guardian will be asked to fill out a release of information to the professional who will assess their child. e. The student’s absence will be excused and credit will be given for work completed. f. The importance of restricting access to means of suicide and general safety planning should be stressed to the parent/guardian (see Creating a Safety Plan: Reducing the Risk of Suicide, page 30, for a suggested handout).NOTE: The school professional should immediately call the child abuse hotline (1-800-635-1522) in the following situations: If, in the course of parental contact, the parent refuses to acknowledge the child’s suicidal intent and indicates no plans to act for the immediate safety of the child The parent is unavailable to be consulted and has not provided consent for treatment authority to another adult.This CPS referral does not preclude the school staff from securing the necessary medical care for the student, such as calling the life squad for transport to the emergency room.__________4. CARE FOR OTHER STUDENTS:If a peer alerted the staff to the situation, a debriefing for this individual should take place and any further intervention provided as necessary. √STEPS for Student’s Re-entry to school (Also See School Reentry Guidelines, page 28)__________5. CLEARANCE TO RETURN TO SCHOOL:The psychological/mental health report should consist of: a. testing administered.b. evaluation of tests and interview.c. results and findings.d. interventions.e. recommendations including whether the student is not a danger to themselves or others and is safe to return to school.__________6. APPROVAL TO RETURN TO SCHOOL: The psychological/mental health report must be sent to Mrs. Heaney’s at the school prior to the student returning to school. __________7. RE-INTEGRATION OF STUDENT INTO SCHOOL:The student and parent will meet with the student’s guidance counselor and an administrator or their designee. If the student has an IEP or 504 Plan, the support educator will be included in the re-entry meeting. If a student needs an adjustment to his schedule or other accommodations, the student’s guidance counselor will work with the student, parent/guardian and others as needed. Among the things that might be discussed would be the student's wishes to return to school-half-day basis, full-day, etc. The student may be asked to identify an adult staff member with whom he/she feels comfortable, if one is not readily identified by the principal. This trusted adult should agree to visit the student to coordinate the return to school. There should be an on-going, open relationship between the child and the trusted adult.School Staff Signature:______________________________________________ Date:_________________School Staff Signature:______________________________________________ Date:_________________Intervention: Suicide Attempt on School Property or at a School EventThe following procedures will help when dealing with students who attempt suicide while on school property. When the risk of suicide exists, the situation must be managed by the designated staff. Under no circumstances should an untrained person attempt to assess the severity of suicidal risk. All assessment of threats, attempts or other risk factors must be left to the appropriate professionals.The designated building administrator and building crisis team (BCT) will direct all steps in this procedure and will document every step in the handling of information about the suicide attempt. The district crisis team will be notified and be available. In the cases of suicidal risk, the school will maintain a confidential record of actions taken in the Guidance Office. This will help assure that appropriate assessment, monitoring, and support are provided as well as document the school’s efforts to intervene and protect the student. The following form template may be used for this purpose and then signed by appropriate staff members.√STEPS for School Staff/Teachers__________1. During the school day, if School Staff/Teacher becomes aware a student has attempted suicide on school property, call 911 immediately. Then, notify the building administrator and school nurse, and follow their instructions.DO NOT LEAVE THE STUDENT ALONE. Take immediate action to isolate the individual posing a threat and prevent access to potential weapons (if known).If a member of the Crisis team needs assistance, discreetly send a text to Wendy Butler, Mike Roche, Jess Hess, Teresa Heaney, Amy Giboo, Emily Nelson, Jane Foster and Sharon McGarvey and support will come to you.Maintain a safe environment for other students. Initiate Lockdown procedures if necessary.√STEPS for Guidance Counselors/Administrators/Designated Staff__________2. PARENTAL COMMUNICATION: The parent/guardian must be notified immediately. Contact with parent/guardian should be made in person by the building principal, a BCT member, and/or other trained school personnel. The student may only be released to a parent/guardian, law enforcement official or emergency medical staff.District staff will request a release of information form to be signed by the student’s guardian when being picked up (See enclosed form). The building principal and/or a designee will offer support to the student, school-age siblings, and the family, letting them know specifically the services which the school can offer to their child, and referral information for those services which cannot be provided by the school. a. The student must receive a psychological or mental health assessment before returning to school. The assessment must include a recommendation that the student is safe to return to school. b. Parent/guardian will be given a letter to explain the procedure to obtain the assessment (see sample letter on page 32). Attached to this letter will be information from the school that notates the concern exhibited at school with a place to be signed by the emergency room doctor, the psychologist or mental health professional who assesses the student (see sample letter on page 33). c. Make the parent/guardian aware of sources for assessment and treatment (Resources for Evaluations page 30). d. The parent/guardian will be asked to fill out a release of information to the professional who will assess their child. e. The student’s absence will be excused and credit will be given for work completed. However, if another person was threatened or a weapon was brought to building, the school’s approach may be altered accordingly to match other policies and procedures.f. The importance of restricting access to means of suicide and general safety planning should be stressed to the parent/guardian (see Creating a Safety Plan: Reducing the Risk of Suicide, page 27, for a suggested handout).NOTE: The school professional should immediately call the child abuse hotline (1-800-635-1522) in the following situations:The student reveals issues of parental abuse or neglect, school professional should notify Children’s Services immediately and emphasize the possible contributory factors in the suicidal ideation. If, in the course of parental contact, the parent refuses to acknowledge the child’s suicidal intent and indicates no plans to act for the immediate safety of the child The parent is unavailable to be consulted and has not provided consent for treatment authority to another adult.This Children’s Services referral does not preclude the school staff from securing the necessary medical care for the student, such as calling the life squad for transport to the emergency room.__________3. PARENTAL PERMISSION: Parent/guardian permission to share information (excluding name and address) about the attempt is not legally required, because it took place on school property or at a school event. However, as a courtesy, parent/guardian of the student may be notified of school plans regarding the handling of the situation. Name of the student may be revealed to school staff if parent/guardian permission is obtained. Discuss risks of widespread rumors.__________4. NOTIFICATIONS: Notify the following:Superintendent. School Board members.Schools attended by siblings so support can be provided as necessary. It may also be advisable to notify neighboring school districts. ______________________________5. COMMUNICATION TO STAFF: The building principal, working with the BCT, will notify the staff through memo or meeting, (see announcement/memo samples on pages 31-34).6. STAFF MEETING: A meeting with all staff is advisable as soon as possible. At this meeting:Inform all staff about the facts known at that point.Allow time for staff to ask questions and express feelings.Ensure that all staff have an updated list of referral resources.Review the process for students leaving school grounds and tracking student attendance.Remind the staff that they should not interact with media and inform staff who will act as the school’s media spokesperson.Review planned in-class discussion formats and disclosure guidelines for talking to students. Prepare staff for student reactions.Alert staff of the possible contagion effect and advise to watch for “at risk” pile a list of all students who are close to the pile a list of all staff members who had contact with the attempter on the day of the pile/update a list of students who may be at-risk for suicide.Remind staff about risk factors and warning signs for adolescent suicide.Provide information regarding counseling/support opportunities for students and staff. 7. STAFF MEMO: A memo should be distributed to staff for communication to students. The memo should include instructions listing two options that the teacher has for handling the information. In all instances, the teachers should answer students’ questions truthfully, if the information is munication Options:Teachers may read the information themselves and discuss it with the class as they choose Teachers may choose to have a member of the BCT read the announcementThe memo should state:"This is the correct information as we know it at this time." All memos should be time-dated. Do not provide morbid details such as attempted method or location of attempt.The memo should identify the designated individuals (which may include such people as BCT members) to whom troubled students may be sent, to whom additional questions may be addressed, and where the designated individuals will be located.The final line of the memo should communicate that the staff will be kept informed as new information becomes available. Allow students an opportunity to express their feelings. “What are your feelings and how can I help?” should be the structure of the conversation.Explain and predict what students can expect as they grieve (feeling angry, guilty, shocked, anxious, lonely, sad, numb, or experiencing physical pain). Express to students there is no one right way to grieve. What is important is to recognize feelings and communicate them. Reorient students to ongoing classroom activitiesNOTE: Avoid assemblies for notification and do not use impersonal announcements over the public address system. Notify students in small, individual classrooms through faculty members or BCT members.________8. MEDIA: Designate a Staff Person to handle media requests for information (see School Response to Media, pages 41-42). Students and staff should refer media requests for information to this person.__________9. PROVIDE CARE TO OTHER STUDENTS: Have designated staff members talk with the most profoundly affected friends and determine the type of support needed. If a peer alerted the staff to the situation, a debriefing for this individual should take place. Designate space for identified peers to receive support services provided by BCT members. Provide necessary passes to release these students from class to receive services. Contact community support services if needed which should be supervised by the BCT Leader. Community support services can include local mental health agencies, other school counselors, community crisis hotline agencies and clergy members.Members of the BCT should follow the student’s classes throughout the day providing counseling and discussion to assist students and teachers. This could also help to identify and refer students who may be “at risk.”Establish support stations or counseling rooms in the school staffed by Community Support services and/or BCT members. Make sure that everyone including faculty, students, and other school staff members know where these are located. There should be more than one location and should be set up in small to mid-size rooms.Reschedule any immediate stressful academic exercises or tests if necessary.__________10. DEBRIEFING OF STAFF AND FOLLOW-UP WITH STUDENTS:De-brief staff (including members of community support services) at the end of the day and let them know of available resources for support.Follow up with students who are identified as at-risk and provide on-going assessment and monitoring of these students. Follow-up should be maintained as necessary.√STEPS for Student’s Re-entry to school (see Guidelines for School Reentry on page 28)__________11. CLEARANCE TO RETURN TO SCHOOL:a. The student must receive a psychological or mental health assessment before returning to school. The assessment must include a recommendation that the student is safe to return to school. The content of the psychological/mental health report must include: testing administeredevaluation of tests and interviewresults and findingsinterventionsrecommendations including whether the student is not a danger to themselves or others and is safe to return to schoolb. Parent/guardian will be given a letter to explain the procedure to obtain the assessment (see sample letter on page 29). Attached to this letter will be information from the school that notates the concern exhibited at school with a place to be signed by the emergency room doctor, the psychologist or mental health professional who assesses the student (see sample letter on page 30). c. Make the parent/guardian aware of sources for assessment and treatment (refer to Referral Sources, pages 40-42). d. The parent/guardian will be asked to fill out a release of information to the professional who will assess their child. e. The student’s absence will be excused and credit will be given for work completed. __________12. APPROVAL TO RETURN TO SCHOOL: The psychological or mental health report must be sent to Mrs. Heaney’s Office at the school prior to the student returning to school. __________13. RE-INTEGRATION OF STUDENT INTO SCHOOL: The student and parent will meet with the student’s guidance counselor and an administrator or their designee. If the student is on an IEP, the support educator will be included in the re-entry meeting. If a student needs an adjustment to his schedule or other accommodations, the student’s guidance counselor will work with the student, parent/guardian and others as needed. Among the things that might be discussed would be the student's wishes to return to school-half-day basis, full-day, etc. The student may be asked to identify an adult staff member with whom he/she feels comfortable, if one is not readily identified by the principal. This trusted adult should agree to visit the student to coordinate the return to school. There should be an on-going, open relationship between the child and the trusted adult.Classes or groups to which the student will be returning should be informed about appropriate ways to interact with the person when they return.School Staff Signature:______________________________________________ Date:_________________School Staff Signature:______________________________________________ Date:_________________Intervention: Significant Suicide Attempt by a Student which occurs off School PropertyWhen a school becomes aware that a student has attempted suicide off school property, the school must protect the person’s right to privacy. In this case, staff response should be focused upon controlling the spread of rumors and minimizing the fears of fellow students and staff. Therefore, follow this procedure only if a significant suicide attempt occurs off premises when one or more of the following conditions exist:Rumors and myths are widespread and damaging.Students witness police action or emergency services response.A group of the attempt survivor’s friends are profoundly affected by the suicide attempt.Is publicized in the media.The designated building administrator and building level crisis team (BCT) will direct all steps in this procedure and will document every step of the procedure in the handling of information about the attempt. The district crisis team will be notified and be available. In the cases of suicidal risk, the school should maintain a confidential record of actions taken. This will help assure that appropriate assessment, monitoring, and support are provided as well as document the school’s efforts to intervene and protect the student. The following form template may be used for this purpose and then signed by appropriate staff members.√STEPS for Guidance Counselors/Administrators/Designated Staff__________1. PARENTAL COMMUNICATION: Contact with parent/guardian should be made by phone or in person by the designated building administrator, a BCT member, and/or other trained school personnel. The building administrator and/or a designee will offer support to the family, letting them know specifically the services to which the school can refer. Talk with the family and student about how they would like the school to respond in terms of notifying teachers, other staff and students. Discuss risks of widespread rumors.__________2. PARENTAL PERMISSION: To ensure that correct information is being shared, and to obtain permission to share that information, the parent/guardian of the student should be consulted. In the absence of parental/guardian permission, care must be taken in the handling of information, unless it has become official public information. In the absence of confirmation that this is a suicide attempt, but widespread knowledge of the matter requires that it be dealt with, the information should be handled as an injury.__________ 3. MEDIA: Designate a Staff Person to handle media requests for information (see School Response to Media, pages 41-42). Students and staff should refer media requests for information to this person.__________4. PROVIDE CARE TO OTHER STUDENTS: Have designated staff members talk with the most profoundly affected friends and determine the type of support needed.Designate space for identified peers to receive support services provided by BCT members. Provide necessary passes to release these students from class to receive services. If deemed necessary/appropriate, members of the BCT may follow the student’s classes throughout the day providing counseling and discussion to assist students and teachers. This could also help further identify and refer students who may be “at risk.”If necessary, reschedule any immediate stressful academic exercises or tests.Provide support to school-age siblings if allowed by parent/guardian.√STEPS for Student’s Re-entry to school (see Guidelines for School Reentry on page 28)__________5. OFFER TO STUDENT/PARENT-- RE-INTEGRATION OF STUDENT INTO SCHOOL: The student and parent will meet with the student’s guidance counselor and an administrator or their designee. If the student is on an IEP, the support educator will be included in the re-entry meeting. If a student needs an adjustment to his schedule or other accommodations, the student’s guidance counselor will work with the student, parent/guardian and others as needed. Among the things that might be discussed would be the student's wishes to return to school-half-day basis, full-day, etc. The student may be asked to identify an adult staff member with whom he/she feels comfortable, if one is not readily identified by the principal. A trusted adult should agree to visit the student to coordinate the return to school. There should be an on-going, open relationship between the child and the trusted adult.School Staff Signature:______________________________________________ Date:_________________School Staff Signature:______________________________________________ Date:_________________Postvention: After a Student Death by SuicideThe Building Crisis Team (BCT) will direct all steps in this procedure, and will document every step in the handling of information about the suicide. The following form template may be used for this purpose and then signed by appropriate staff members.√STEPS for Guidance Counselors/Administrators/Designated Staff__________1. OFFICIAL FACT GATHERING: The building principal, a BCT member and/or other designated staff should contact the police or coroner in order to verify the death and get the facts surrounding the death. It is important for school staff to know the facts in order to reduce imitative behaviors and to place focus on means restriction strategies for parents, as well as the school.__________2. PARENTAL COMMUNICATION: Contact with parent/guardian should be made by phone call or in person by the designated building administrator, a BCT member, and/or other trained school personnel. The building administrator and/or a designee will offer support to the family, letting them know specifically those services which the school can offer to any siblings in the school system, and referral information for the services which cannot be provided by the school. Ascertain any information that the family wants to make known, such as funeral arrangements, visitations, etc.__________3. PARENTAL PERMISSION: Parental or family permission to release information related to the death is not required, since a death is public information. However, the death must have been officially ruled a suicide for these procedures to be followed. When this is not the case, the GENERAL PROCEDURES FOR STUDENT OR STAFF MEMBER DEATH should be followed.__________4. NOTIFICATIONS: Notify the following:Superintendent School Board membersSchools attended by siblings It may also be advisable to notify neighboring school districts ______________________________5. COMMUNICATION TO STAFF: The building principal, working with the BCT, will notify the staff through memo or meeting, (see announcement/memo samples on pages 31-34).6. STAFF MEETING: A meeting with all staff is advisable as soon as possible. At this meeting:Inform all staff about the facts known at that point.Allow time for staff to ask questions and express feelings.Ensure that all staff have an updated list of referral resources.Review the process for students leaving school grounds and tracking student attendance.Announce to staff how the school will interact with the media and inform staff who will act as the school’s media spokesperson.Review planned in-class discussion formats and disclosure guidelines for talking to students. Prepare staff for student reactions.Alert staff of the possible contagion effect and advise to watch for “at risk” pile a list of all students who are close to the pile a list of all staff members who had contact with the pile/Update a list of students who may be at-risk for suicide.Remind staff about risk factors and warning signs for adolescent suicide.Provide information regarding counseling/support opportunities for students and staff. 7. STAFF MEMO: A memo should be distributed to staff for communication to students. The memo should include instructions listing two options that the teacher has for handling the information. In all instances the teachers should answer students’ questions truthfully, if the information is munication Options:Teachers may read the information themselves and discuss it with the class as they choose. Teachers may choose to have a member of the BCT read the announcement.The memo should state:"This is the correct information as we know it at this time." All memos should be time-dated. Do not provide morbid details such as method or location of the suicide.The memo should identify the designated individuals (which may include such people as BCT members) to whom troubled students may be sent, to whom additional questions may be addressed, and where the designated individuals will be located.The final line of the memo should communicate that the staff will be kept informed as new information becomes available. If a staff meeting is to be held, it may be announced at this time.Allow students an opportunity to express their feelings. “What are your feelings and how can I help?” should be the structure of the conversation.Explain and predict what students can expect as they grieve (feeling angry, guilty, shocked, anxious, lonely, sad, numb, or experiencing physical pain). Express to students there is no one right way to grieve. What is important is to recognize feelings and communicate them. Reorient students to ongoing classroom activities.NOTE: Avoid assemblies for notification and do not use impersonal announcements over the public address system. Notify students in small, individual classrooms through faculty members or BCT members.__________ 8. MEDIA: Designate a Staff Person to handle media requests for information (see School Response to Media, pages 38-39). Students and staff should refer media requests for information to this person.__________9. PROVIDE CARE TO OTHER STUDENTS: Have designated staff members talk with the most profoundly affected friends and determine the type of support needed.Designate space for identified peers to receive support services provided by BCT members. Provide necessary passes to release these students from class to receive services. Contact community support services which should be supervised by the BCT Leader. Community support services can include local mental health agencies, other school counselors, community crisis hotline agencies and clergy members.Members of the BCT should follow the student’s classes throughout the day providing counseling and discussion to assist students and teachers. This could also help to identify and refer students who may be “at risk.”Establish support stations or counseling rooms in the school staffed by Community Support services and/or BCT members. Make sure that everyone including faculty, students, and other school staff members know where these are located. There should be more than one location and should be set up in small to mid-size rooms.Reschedule any immediate stressful academic exercises or tests if necessary.Follow up with parental contacts and referrals if necessary. __________10. PARENT NOTIFICATION: Send a letter home to parents with notification of event (see sample letters on pages 35-37). Opt to answer parental questions via telephone or written notice. However, if necessary hold a special meeting for parents/guardians to deal with concerns, but avoid a large gathering.Offer the following resource information:1. Warning signs for adolescents who may be suicidal.2. Supportive services available to students at the school.3. Community resources they may wish to utilize.4. How to respond to students’ questions about suicide.5. Remind them of their child’s special needs during this time.√11. GUIDELINES regarding Memorialization and Funeral Arrangements_____________________________Provide Information about visiting hours and funeral arrangements to staff, students, parents, and community members. Funeral attendance should be in accordance with the procedures for other deaths of students.Arrange for students and staff to be excused from school to attend the funeral if necessary.In order to avoid glamorizing the death, do not fly the school flag at half-mast. See “Guidelines for Responding to the Death of a Student or School Staff” (see school-crisis) for further points on avoiding glamorization of suicide through memorials.School Staff Signature:______________________________________________ Date:_________________School Staff Signature:______________________________________________ Date:_________________Postvention: Student Death by Suicide During Summer/School BreakIf a school administrator or other Building Crisis Team (BCT) member is notified of a death by suicide during the summer (or when affected students are on break), the response usually will be one of limited school involvement. However, this will be dependent upon how soon school re-convenes after the event. If it is a short period, a school my instead opt to follow the protocol for “Postvention: After a Student Death by Suicide.” The following form template may be used for this purpose and then signed by appropriate staff members.√STEPS for Guidance Counselors/Administrators/Designated Staff__________1. OFFICIAL FACT GATHERING: The building principal, a BCT member and/or other designated staff should contact the police or coroner in order to verify the death and get the facts surrounding the death. It is important to know the facts in order to reduce imitative behaviors and to place focus on means restriction strategies for parents, as well as the school.__________2. PARENTAL COMMUNICATION: Contact with parent/guardian should be made by phone call or in person by the designated building administrator, a BCT member, and/or other trained school personnel. The building administrator and/or a designee will offer support to the family, letting them know specifically the services which the school can offer to any siblings in the school system, and referral information for those services which cannot be provided by the school. Ascertain any information that the family wants to make known, such as funeral arrangements, visitations, etc.__________3. PARENTAL PERMISSION: Parental or family permission to release information related to the death is not required, since a death is public information. However, the death must have been officially ruled a suicide for these procedures to be followed. When this is not the case, the GENERAL PROCEDURES FOR STUDENT DEATH should be followed.__________________________________________________4. Notify BCT members of event and request a meeting of all available members.5. Identify close friends/staff most likely to be affected by the death. Keep the list and recheck when school reconvenes.6. COMMUNICATION TO IDENTIFIED STAFF and STUDENTS: Notify staff and families of students identified in #5 and recommend community resources for support.7. MEDIA: Designate a Staff Person to handle media requests for information (see School Response to Media, pages 38-39). Students and staff should refer media requests for information to this person.8. GENERAL STAFF NOTIFICATION: The building principal, working with the BCT, will notify the staff . Scheduled staff meeting for an update the week before students return to school. (see announcement/memo sample on pages 31-34).__________9. PARENT NOTIFICATION (optional): Send a letter home to parents with notification of event (see sample letters on pages 35-37). Opt to answer parental questions via telephone or written notice. However, if necessary hold a special meeting for parents/guardians to deal with concerns, but avoid a large gathering.Offer the following resource information:1. Warning signs for adolescents who may be suicidal 2. Supportive services available to students at the school3. Community resources they may wish to utilize4. How to respond to students’ questions about suicide5. Remind them of their child’s special needs during this time__________10. GUIDELINES regarding Memorialization and Funeral Arrangements__________Provide Information about visiting hours and funeral arrangements to staff, students, parents, and community members. Funeral attendance should be in accordance with the procedures for other deaths of students.In order to avoid glamorizing the death, do not fly the school flag at half-mast. See “Guidelines for Responding to the Death of a Student or School Staff” (see school-crisis) for further points on avoiding glamorization of suicide through memorials.11. PROVIDE CARE TO OTHER STUDENTS: Be alert for repercussions among students. When school reconvenes, recheck core group of friends and other at-risk students, and institute appropriate support mechanisms and referral procedures.School Staff Signature:______________________________________________ Date:_________________School Staff Signature:______________________________________________ Date:_________________Belfast Central School1 King StreetBelfast, NY 14711Telephone: (585) 365-2646Fax: (585) 365-2648Release of InformationAs the parent/guardian of _________________________, I grant permission to the indicated agency, physician, therapist, or evaluator to release (exchange) information to (with) Belfast Central School to use for educational planning for my child.Agency/School Information:Name: ________________________________Contact: ________________________________Address: ________________________________________________________________Telephone: ________________________________Fax: ________________________________Child Information:Name:________________________________Date of Birth:____________________________________________________________________________Parent/ Guardian SignatureDateRisk Assessment Referral Form~ ~ To be completed by Teachers and other School Staff ~ ~If you become concerned that an individual may pose a risk for harming him/herself or others, complete this form and turn it into the school’s principal or designee. In an Imminent safety threat, notify principal immediately and take immediate action to isolate the individual, and move other students from harm’s way. Provide any materials which may be useful in conducting a preliminary risk assessment (i.e., writings, notes, printed e-mail or Internet materials, books, drawings, confiscated items, etc.). Individual under concernDate of birthDate of referral_______________________Person(s) completing this formRoom/phoneSchool________________________________Reason for Referral (explain your concerns, any known Precipitating Events and provide any necessary elaboration on checked items – use back if needed)________________________________________________________________________________________Imminent Warning Signs (when an individual displays Imminent Warning Signs; take immediate action to maintain safety and mobilize appropriate school personnel)Early Warning Signs (when an individual displays early warning signs in combination with risk factors, the guidance counselor or designed school staff should be promptly alerted) Risk Factors(these personal profiles may contribute to harmful or unhealthy choices) Possession and/or use of firearm or other weapon Suicide threats or statements Exhibiting implusivity such as violent actions, rebellious behavior, or running awayMaking statements about hopelessness, helplessness, or worthlessnessGiving away favorite possessionsMaking a last will and testament; writing a suicide note Refusing help, feeling “beyond help”Becoming suddenly cheerful after a period of depression – this may mean that the student has already made the decision to escape all problems by ending his/her life Giving verbal hints with statements such as: “I won’t be a problem for you much longer,” “Nothing matters,” “It’s no use,” and “I won’t see you again” Saying other things like: “I’m going to kill myself,” “I wish I were dead,” or “I shouldn’t have been born” Depressed Mood Social withdrawal or lacking interpersonal skills Withdrawal from friends and family Marked personality change and serious mood changes (e.g. extreme anxiety, agitation, enraged behavior) Difficulty concentratingDifficulty in school (decline in quality of work)Not tolerating praise or rewardsChange in eating and sleeping habitsLoss of interest in pleasurable activities and things one cares aboutFrequent complaints about physical symptoms, often related to emotions, such as stomachaches, headaches, fatigue, etc.Persistent boredom Neglect of physical health/hygiene Complaining of being a bad person or feeling “rotten inside” Previous suicide attempt or gestureFeelings of hopelessness or isolationPsychopathology (depressive disorders/mood disorders) Parental psychopathologySubstance abuse disorder Life stressors such as interpersonal losses (relationship, social, work) and leagal or disciplinary problemsAccess to firearmsPhysical abuse or Sexual abuse victim Family history of suicidal behaviorSexual orientation (homosexual, bisexual, trans-gendered youth)Juvenile delinquency School and/or work problemsContagion or imitation (exposure to media accounts of suicidal behavior and exposure to suicidal behavior in friends or acquaintances)Chronic physical illnessConduct disorders or disruptive behaviorsLiving alone and/or runaway Aggressive or impulsive behaviors Excessive feelings of rejectionBeing a victim of violence, teasing, bullyingExpressions of suicide/violence in writings and drawingsOther__________________________________________________________________Approaches with Suicidal StudentsGeneral Guidelines for all staff faculty and staff to observe during a suicidal crisis: Take every threat seriously. Remain calm, Do not act shocked. Listen actively and without judgment. Give the student the permission to express the full range of his or her feelings. Acknowledge the student’s feelings. Ask questions for clarity. Do not get into a debate about whether suicide is right or wrong. Offer hope. Let the student know that there is help, and that he or she can feel better. Do not promise confidentiality. Do not act shocked. Do not underestimate or brush aside a threat. Do not take too much upon yourself. Your responsibility to the student in a crisis is limited to listening, being supportive, and getting him/her to a trained professional. Under no circumstances should you attempt to counsel the student. Explain to the student the next steps in the intervention, e.g., going together to see the Guidance Counselor or designated staff.(Sources: School-Based Crisis Management Recommendations on Suicide by Suicide Awareness Voices of Education and Association of California School Administrators.)Approaches with Suicidal StudentsGeneral Guidelines for counselors, school psychologists, administrators and the Community Resource Coordinator to follow when a number of warning signs of suicide are seen in a person and there is a suspicion that an individual may be suicidal. Do NOT let the student out of your sightAssess the degree of risk and level of "lethality" - These factors can be determined by talking to the person and directly questioning the person about two primary issues:Have you been having self-destructive or suicidal thoughts or wishes?Do you have a plan for killing or hurting yourself?What are you going to do or would you do to kill/hurt yourself and do you have the means available to you?Where are you going to go to you kill/hurt yourself?When will or would you kill/hurt yourself?The more specific the details of the plan the higher the degree of risk The greater the lethality (speed with which death would occur and destructiveness) of the proposed method of killing or hurting himself/herself the greater the degree of risk. (Note: If a person believes a relatively non-lethal method is lethal, the more seriously their intention should be taken.)The less the potential for rescue (i.e., the greater the distance the person would be from helping resources or from others who could him/her) the greater the degree of risk. The sooner the person intends to implement his/her plans the greater the degree of risk. (NOTE: Adolescents and distraught individuals may have a distorted view of time and this should be taken into consideration and explored.)Prevent the person from implementing his/her plan - Do not leave the person alone. See that there is someone who can stay with the person after they leave you. Prevent the person from gaining access to the means of killing himself/herself that they have chosen (or any others that might be substituted for it) and from implementing his/her plan. Sometimes suicidal people prefer one means or plan over others and will not proceed with their suicide attempt if their original plan is no longer possible. Do NOT, however, attempt to physically restrain or disarm an armed (with a dangerous weapon) person. Try to get the person to discard the weapon by demanding that he/she do so. When lethality is high, there is a greater need for you to be assertive and directive; suicidal individuals may be willing to take direction from others because of their ambivalence and confusion. Try to establish a relationship with the person - Reinforce the person for coming to you or for acknowledging and sharing his/her problems if they have done so. Listen to the person and acknowledge his/her depression, pain and unhappiness. Be accepting, non-judgmental, warm, supportive, and friendly, yet directive. Exude confidence and concern and communicate that you are a capable professional who will be able to help. Reassure the person that he/she has people to turn to that will listen and help, his/her feelings of distress can be helped, and his/her problems can be addressed and solved. Do NOT lecture or point out all the reasons the person has to live and feel differently or sound shocked by anything that he/she tells you. Do NOT engage in a debate with the person or mistakenly "play into his/her hands." For example, do not stress the effects the suicide will have on his/her family because that may be what he/she hopes to accomplish.Identify the person's major problem(s) - Identify, assess and rank the current problems and stressors in the person's life, but do not dwell on them. The person may be confused or have some misperceptions and you can help the person better organize and understand his/her feelings and perceptions and try to correct any distortions by discussing the reality of the situation. This will help the person not to see suicide as reasonable or the only choice. After exploring the situation, emphasize the temporary nature of the problem(s) and the person's most desirable alternatives. Try to make a summary statement of the problem to which the person can agree. You can ask other questions, such as:Have you ever attempted suicide before?What has been keeping you alive so far?What's your hurry?Why kill yourself now?What do you feel the likelihood is that you will kill yourself?What do you think the future holds in store for you?Assess, identify, and mobilize the person's resources - Discuss the person's previously successful coping strategies and whether they might work again. Help the person identify, evaluate, and prioritize possible solutions to his/her problems. Find out what is still meaningful to the person, and if positive, stress its importance. Determine who the significant other(s) is/are in the person's life and if that person is available and would be helpful or hostile. Identify any others that could be supportive. Surround the person with all identified and available resources and support, especially significant others if they are not hostile. Consult with and refer the person to mental health professionals - Call a suicide or crisis service (i.e., Suicide Prevention Hotline- 800-339-5209) when the situation is an emergency. You or another school employee must contact the person's family and notify them of the concerns and situation. If a referral to an outside resource (See Referral Sources, pages 40-42) is appropriate, make sure that the person or their parents or guardians makes the contact and that the person actually begins receiving services. ACT QUICKLY AND FOLLOW-UP.Document – Maintain a confidential, written record of actions taken. This will help assure that appropriate assessment, monitoring and support are provided as well as document the school’s efforts to intervene and protect the student. (Adapted from Parkway School District's Crisis Intervention Manual)Suicide and Depression Screening ToolsSome professionals opt to utilize standardized screening tools for determining suicidal risk or level of depression rather than, or in addition to, a psychosocial interview. Some tools which may be utilized by schools for this purpose include:Suicide Risk QuestionnaireColumbia Impairment Scale (CIS) – Youth VersionPediatric Symptom Checklist (PSC)Center for Epidemiologic Studies Depression Scale for Children (CES-DC)Patient Health Questionnaire -9Beck Depression Inventory II (available from Pearson Assessments at )Suicidal Ideation Questionnaire (SIQ) (available from PAR at ) Resources for EvaluationsEvaluation LocationAddressTelephone NumberOlean General Hospital515 Main St.Olean, NY 14760716-373-2600Wellsville Counseling Central4220 NY-417Wellsville, NY 14895585-593-6300Crisis Hotline: 888-448-3367UPMC Chautauqua WCA207 Foote AveJamestown, NY 14701716-664-8611Crisis Hotline: 1-800-724-0461Creating a Safety PlanSchool Reentry for a Student Who Has Attempted Suicide or Made Serious Suicidal ThreatsEfforts to respond to suicide attempts and other traumas should be focused on making the student's return to school a comfortable one. Because families exposed to a suicide attempt or serious suicidal threat experience considerable guilt and fear. They are more likely to disclose information if they know the school has a helpful, nonthreatening manner of dealing with suicide.Because a student who attempted/threatened suicide often is at greater risk for a suicide in the months following the crisis, it is extremely important to closely monitor his or her reentry into school and to maintain close contact with parents and mental health professionals working with that student.Assuming the student will be absent after a suicide attempt/serious threat and possibly hospitalized in a treatment facility, schools should follow these steps: Obtain a written release of information for signed by the parents. This makes it possible for confidential information to be shared between school personnel and treatment providers. Ask returning student if he/she has special requests about what is said/done by school. Inform the student's teachers regarding the number of probable days of absence. Instruct teachers to provide the students with assignments, if appropriate. Once the student returns to school, a Building Crisis Team member should maintain regular contact with the student. If the student has a previous, positive relationship with a trusted staff member, provide support to that staff member in maintaining ongoing contact with the student. Seek recommendations for aftercare from the student's therapist. If the student has been hospitalized, a Building Crisis Team member should attend the discharge meeting at the hospital. The Building Crisis Team member should convey relevant non-confidential information to appropriate school staff regarding the aftercare plan. The school should maintain contact with the parents to provide progress reports and other appropriate information, and be kept informed of any changes in the aftercare plan.Adapted from “Resource Guide for Crisis Management in Virginia Schools” published by the Office of Compensatory Programs, Virginia Department of Education, 2002, accessed at on January 18, 2010.Sample Letter to Parent Prior to Return to SchoolDear Parent,In the role of [position] , I provide follow-up with parents and students when a student is required to receive a psychological/mental health assessment. If you have private health care coverage, this assessment will usually be covered by your insurance. Coverage for this type of service can usually be accessed through the telephone number on the back of your card for mental health services/drug and alcohol services. I am happy to discuss with you psychologists/mental health professionals who have worked with our students in the past. A release of information needs to be signed prior to the assessment, so the school can provide information to the mental health professional. The assessment needs to be provided by a licensed psychologist or mental health professional and must consist of the following:Testing given and resultsAssessment including tests and interviewInterventions that are recommendedRecommendations including whether: The student is a danger to self or others The student is safe to return to school and on what date Recommendations for further treatmentPlease make an appointment for your child’s assessment, and call to let me know when and with whom the appointment is taking place. The assessment must be provided to me, prior to the student returning to school. Before returning to school, the student and parent/guardian will meet with the student’s guidance counselor, principal and if appropriate a support educator to work out any changes in the student’s academic plan and to identify and recommendations from the assessment that the student will be required to complete. Your meeting date is________________________.If you have any questions, please do not hesitate to call me at ________________ or e-mail me at _________________________.Sincerely,Sample Referral Letter to Physician/Mental Health Professional/PsychologistTo the Attending Physician/Mental Health Professional/Psychologist:________________________ has been referred to you for a mental health evaluation for the Name of Studentfollowing reasons:If you have any questions or need collateral information before assessing this student, please call _______________, ______________, at _________________ (phone).Please sign this to indicate that you are aware of the reasons for the referral. Parents/Guardians must return this signature page to the school.________________________________________________________________________________Mental Health Professional SignatureDate_______________________________________________________________________________Printed Name and Title Phone numberSample Announcements to Students, Faculty and Staff after a Death Option #1The following announcements have been suggested for use when addressing students, faculty, and staff. These announcements should be presented in a small meeting room as soon as possible following the death. A member of the crisis team and possibly the principal should lead the meetings. The goals of the meetings are to inform the faculty, students, and staff and allow them time to express their emotions, and prepare them to meet and deal with a suicidal crisis. Faculty should be informed of the suicide first and they should be given time to express their emotions and concerns before informing their students.Day 1 Sample Announcement For When a Suicide Death has Occurred Morning, Day 1 “This morning we heard the extremely sad news that_______________ died by suicide last night. I know we are all saddened by his death and send our condolences to his family and friends. Crisis stations will be located throughout the school today for students who wish to talk to a counselor. Information about the funeral will be provided when it is available, and students may attend with parental permission.” Sample Announcement For a Suspicious Death Not Declared Suicide Morning, Day 1 “This morning we heard the extremely sad news that ________________ died last night. This is the only information we have officially received on the circumstances surrounding the event. I know we are all saddened by _____________’s death and send our condolences to his family and friends. Crisis stations will be located throughout the school today for students who wish to talk to a counselor. Information about the funeral will be provided when it is available, and students may attend with parental permission.” Sample Announcement Primary or Middle School Morning, Day 1 “We want to take some time this morning to talk about something very sad. (Name)_______________, an eighth grader, died unexpectedly last night. At this point, we do not officially know the cause of (his/her) ____________ death. Death is a difficult issue for anyone to deal with. Even if you didn’t know ____________________, you might still have some emotional reactions to hearing about this. It is very important to be able to express our feelings about __________________’s death, especially our loss and sadness. We want you to know that there are teachers and counselors available in the library all through the day to talk with you about your reaction to _______________’s death. If you want to talk with somebody, you will be given a pass to go to the library where we have people who will help us through this difficult time.” End of Day 1 AnnouncementAt the end of the first day, another announcement to the whole school prior to dismissal can serve to join the whole school in their grieving in a simple, non-sensationalized way. In this case, it is appropriate for the building administrator to make an announcement similar to the following over the loud speaker: “Today has been a sad day for all of us. We encourage you to talk about _________________’s death with your friends, your family, and whoever else gives you support. We will have special staff here for you tomorrow to help in dealing with our loss. Let us end the day by having the whole school offer a moment of silence for _________________.”Day 2 Announcement On the second day following the death, many schools have found it helpful to start the day with another announcement by each teacher in their homeroom. This announcement can include additional verified information, re-emphasize the continuing availability of in-school resources and provide information to facilitate grief. Here’s a sample of how this announcement might be handled: “We now know that ________________’s death has been declared a suicide. Even though we might try to understand the reasons for his/her doing this, we can never really know what was going on that made him/her take his/her life. One thing that’s important to remember is that there is never just one reason for a suicide. There are always many reasons or causes and we will never be able to figure them all out. Today we begin the process of returning to a normal schedule in school. This may be hard for some of us to do. Counselors are still available in school to help us deal with our feelings. If you feel the need to speak to a counselor, either alone or with a friend, tell a teacher, the principal, or the school nurse, and they will help make the arrangements. We also have information about the visitation and funeral. The visitation will be held tomorrow evening at the ______ Funeral Home from ______ pm. There will be a funeral Service _________ at_____ am/pm at _______ Church. In order to be excused from school to attend the funeral, you will need to be accompanied by a parent or relative, or have your parent’s permission to attend. We also encourage you to ask your parents to go with you to the funeral home.”Source: “School-based Youth Suicide Prevention guide,” published by the Department of Child and Family Studies, Division of State and Local Support, Louis de la Parte Florida Mental Health Institute, University of South Florida, 2003, accessed at fmhi.usf.edu/institute/pubs/bysubject.html Sample Announcements to Students, Faculty and Staff after a DeathOption #2Sample Letter to StaffDate:To: All StaffFrom: INSERT NAME OF SCHOOL Crisis TeamRe: INSERT NAME OF DECEASEDThe recent death of (Insert Name) (has OR is expected to make) a significant impact on our entire school community. Our crisis team has been mobilized to respond to this tragic event. On (insert date), (Insert name of deceased)? (INSERT brief facts about the death)?. We expect a variety of reactions to this loss from our students, parents, and members of our staff. Some of these reactions may be mild, others may be more intense. To effectively assist all members of our school community, an emergency staff meeting will be held at (Insert time) on (Insert date) in the (Insert place such as the cafeteria or other large area). At that time, our crisis team will provide further details and answer questions. We will also discuss how to present the information to our students. In the meantime, please refer all inquiries from outside sources to (Insert name of the Media or Communication Coordinator). With students, you can acknowledge that this death has occurred. However, please avoid discussion of any details; simply tell students that the school staff will provide information to everyone shortly. Please refer any student who appears to be in crisis or having significant difficulty to (Insert name of Counseling Services Coordinator). As this tragedy has also affected our staff, we encourage you to also seek assistance from (Insert name of Counseling Services Coordinator), if desired.Emergency Staff MeetingTime:Date:Location:If you have any questions or concerns before the meeting, please contact (Insert name of Crisis Team Coordinator).Examples of information to insert in the opening paragraph:?John Smith, one of our 9th grade students; Mrs. Jones, who taught 7th grade English?was killed in an automobile accident; died after a long-illness; died suddenly; died by suicide (before inserting this information, be sure the immediate family is fine with this information being released)Sample Information for StudentsThis information should be given to teachers and other staff to read to students at a designated time to share with the entire student body (e.g., homeroom or first/second period)It is with sadness that I tell you about a loss to our school family. On (INSERT date) (INSERT name of deceased) (INSERT fact about the death). I understand that many of you may have upsetting feelings and questions about (INSERT name of deceased)’s death. I will try to answer any questions that I can. If you would like, we will take the remainder of this class period to talk about what has happened. At times like this, it is okay to have many different feelings, including sadness, anger, and disbelief. It is okay to cry. Together, we can talk about whatever you may be feeling or want to talk about. If I cannot answer your questions, or you would like to talk to someone privately, there are support rooms now available (INSERT where support rooms are located). Anyone who would like to go to talk to someone in the support rooms may do so now. I will give you a pass.Determine which students would like to leave for a support room. Ask the remaining students if they have any questions or comments they would like to share. Take time to answer and to talk as the students’ desire. If there is not lengthy discussion, consider quiet seat work rather than lesson plans as usual.Source: National Center for School Crisis and Bereavement, , accessed January 18, 2010.Sample Notifications for Parents following a Death by SuicideSample #1Date: _____________Dear Parent(s)/Caretaker(s),The death of a child is a sad and tragic event, and the sudden death of our student, ______________ (name), has touched both students and faculty here at ____________ High School.Based on the information provided to us by the medical examiner and the family, __________________ (name of student) died by suicide on _______________ (day), _______________ (month) ________ (date).The funeral arrangements are as follows: _____________________________________.Mr. and Mrs. _______________________ (name) request that students ______________________________ attend/do not attend. In addition, donations may be sent in care of ___________________________________________________________. Since the news of the death, the school has implemented a crisis response plan to help the students and staff respond to this unfortunate death. In conjunction with colleagues from ________________________________________ (community agencies), the school continues to provide/has provided professionally staffed support stations available to all students. In addition, students continue to meet with staff from our counseling and social work departments.In the days and weeks ahead, students may have questions and concerns relating to the death and are going to require your support at home and our continued support here at school as they work through their feelings and grief. Although we cannot predict how any child may react, we can be sensitive and aware, both at home and at school, of the common reactions experienced by grieving adolescents. If you feel your child is having difficulty and may benefit from additional support, please feel free to contact _______________________________, the Crisis Team Leader, your child’s guidance counselor, or myself so the school can be aware of the needs of your child. We are also supported by local mental health professionals and can provide you with referrals as needed. In addition, if you are interested in attending a parent/caretaker meeting, please contact __________________________ at _____________________ (phone) for further information and registration.As the school community continues to cope with the loss of __________________ (name), we invite your participation in the healing process. Please feel free to contact the school at any time with questions or concerns.Source: “School-based Youth Suicide Prevention guide,” published by the Department of Child and Family Studies, Division of State and Local Support, Louis de la Parte Florida Mental Health Institute, University of South Florida, 2003, accessed at fmhi.usf.edu/institute/pubs/bysubject.html Sample Notifications for Parents following a SuicideSample #2Date Dear parent/guardian of _____ School students: The _________ School community was saddened to learn of the apparent suicide of one of our students. The death of any young person is a loss which, in one way or another, diminishes each of us. The tragic circumstances of _______’s death are perhaps more shocking and more difficult to accept. We have asked the assistance of the crisis team to help our school community deal with this loss. We are doing everything we can to help your child and our staff through this tragic experience. You may anticipate more questions and a need to talk about the suicide at home. Jim’s funeral will be held at _________ at ________ a.m. Your child may be excused from school to attend the funeral with a written permission from you. We encourage you to make arrangements to accompany him or her and you will need to provide your own transportation. The school will remain open for those students not attending the funeral. _________’s classmates and teachers have decided to receive donations in his memory and will make a contribution to _________. Please contact the school office at _________ for further information. If you have any concerns regarding your child’s reactions to this loss, ____________, the school nurse, ___________, the school counselor, or one of the crisis team members will be available to assist you. Sincerely, _________________Belfast School PrincipalSource: School-Based Crisis Management Recommendations on Suicide by Suicide Awareness Voices of Education accessed at Sample Notifications for Parents following a SuicideSample #3DateDear Parent, It is with deep regret that we inform you about a recent loss to our school community. On (INSERT date), (INSERT name of the deceased)? (INSERT brief facts about the death)?. This loss is sure to raise many emotions, concerns, and questions for our entire school, especially our students. Our school (and INSERT name of school district, if applicable) has a Crisis Intervention Team made up of a professionals trained to help with the needs of students, parents, and school personnel at difficult times such as this. At our school (or INSERT name of alternative school), we have counselors available for any student who may need or want help or any type of assistance surrounding this loss. We encourage you, as parents, to also feel free to use our resources. We have enclosed some information that may be useful to you in helping your child at home. If you would like additional information or need assistance, please do not hesitate to contact (INSERT name of Communications Coordinator or Counseling Services Coordinator) at (INSERT phone number). We are saddened by the loss to our school community and will make every effort to help you and your child as you need. Sincerely,(Type the name of the signer and title. This letter is usually signed by the principal, superintendent, or crisis team coordinator)Examples of information to insert in the opening paragraph:?John Smith, one of our 9th grade students; Mrs. Jones, who taught 7th grade English?was killed in an automobile accident; died after a long-illness; died suddenly; died by suicide (before inserting this information, be sure the immediate family is fine with this information being released) (Source: National Center for School Crisis and Bereavement, , accessed January 18, 2010.)Responding to the MediaPublicity about the suicide should be minimized as much as possible, especially coverage that tends to sensationalize or glamorize the suicide. A school spokesperson should be appointed to insure consistency and accuracy of information. This spokesperson usually is the principal, the crisis team coordinator, or the designee of the principal. In small school districts the superintendent may choose to act as spokesperson. The advantage of having a superintendent act as spokesperson is to relieve the school of this task and allow the school staff to deal with the crisis. If there is a community coordination committee, there should be close communication between the committee’s spokesperson and the local school spokesperson. Involving the local newspaper editor, or designee, as a part of the community coordinating committee, facilitates the cooperation of the press and other media. The school secretary or another designated person should have a fact sheet from which to respond to telephone inquiries when the spokesperson in unavailable. Never refuse a request for information from the press. This only inflames anger and adds to confusion. Reporters should not, however, be given access to school grounds. Filming or interviewing students or staff on school grounds should be prohibited, as the process of filming is likely to be intrusive and distressing. The spokesperson needs to respond to the media in a timely and professional manner. However, the school should avoid becoming the principal source of information. Releasing details about the suicide is the responsibility of the medical examiner or other authorities. Never permit speculation as to why the student or faculty member committed suicide. It is the family’s sole prerogative to provide information about the victim. The school can explain the positive steps of the postvention plan to help students through the crisis and provide information on where troubled youth can get help. This becomes especially important in circumstances where the suicide becomes a major news story and the focus needs to be shifted from the school to the larger community.Source: “Suicide Postvention Guidelines”, 2nd edition, published by American Association of Suicidology, Sample Formal Statement to Notify Media of Suicide_________________________ High School is sad to report that it has confirmed the death of one of its students, _____________________________, with the medical examiner’s office and the deceased’s family. ______________________________ (first name), a____ -year-old (age) _____________________ (grade), died ______________ (day) [died by suicide].He/she was a resident of _______________________ and was active in ________________ at the school. Funeral arrangements are not available at this time. School counselors and community mental health representatives are available to any student who wishes to talk about ______________’s death.? List community resources ? List ways the media can be helpful with postvention Sample Response to Incoming Calls from MediaThe school has designated a media spokesperson. Please feel free to contact _____________ with your questions and concerns. We would like to respond to your questions in an organized manner. To assist you, ____________________(name) will be meeting with concerned members of the media at _________ (time) in _________________ (place). At that time we will provide information about the school’s response to our loss and identify additional resources in the community to support the bereaved.Source: “School-based Youth Suicide Prevention guide,” published by the Department of Child and Family Studies, Division of State and Local Support, Louis de la Parte Florida Mental Health Institute, University of South Florida, 2003, accessed at fmhi.usf.edu/institute/pubs/bysubject.html GRIEF/CRISIS REACTION PROTOCOL EVENT DESCRIPTIONDate: ____________________________________Students/Staff Involved: Description of Event/Circumstances: GRIEF/CRISIS REACTION PROTOCOL CHECKLISTTaskCompleted (?)Person ResponsibleNotesInformation Received:Notify AdministrationNotify Board of EducationSuperintendentNotify Crisis Team of event, team meeting time, and placeSuperintendentPlanning Process:Verify Information/FactsEstablish time of staff meeting (A.M. and P.M.)Determine school employee groups needing notification (BOCES, athletics)Identify staff needing individual notice Send text, email alert to inform staff of event and meeting (teachers, aides, bus drivers, cafeteria, office and custodial staff)Determine content and sequence of items for staff meetingDecide role of team members at meetingDetermine need for written resources for staffCopy and prepare materials for distributionPlan announcement to student bodyAnnouncement (grade levels)Announcement (format – moment of silence, general announcement over P.A. assemble, teacher announcement in class)Identify target groups of students for small group announcementDetermine team/staff member to address studentsOrganize content of announcementDetermine need for substitutesDetermine need for crisis center/roomCrisis center/room – informationCrisis center/room – counselingCrisis center/room – locationCrisis center/room – staffing Begin list of students potentially strongly affectedPlan for individual contacts with these studentsDetermine need for additional support staffAdditional support staff – whenAdditional support staff – briefing/debriefingAdditional support staff – contact staffAssign responsibility for calling homes of absent students on first dayFamily liaison person identifiedMake contact with family if appropriate (phone, in person)Connect with family regarding funeral, visitation wishes, memorial, available resources, etc.)Media liaison identifiedPrepare potential responseWritten responses for secretaries if parents callDetermine next Crisis Team MeetingStaff Meeting: 7:30 AM (Multi-Purpose Room)Present information of eventPlan of student supportTeacher response and statementResources distributedQ & A sessionConclusionStaff Meeting: 3:15 P.M. (Multi-Purpose Room)BriefingDebriefingDetermination of new/ongoing needsPlanning for next day and moving forwardProcess reactionsCrisis Team End of Day Meeting (Conference Room)DebriefEvaluatePlanGeneral Parental-Community-School ContactWritten notice, phone, evening meeting, etc.Notify parents of what school did to assist studentsInform them of topics discussed in schoolEncourage parental support of studentsGive information (grief, typical responses, etc.)Sample Staff Emails & AlertsFacebook / Web Home Page Message Our thoughts and prayers are with the friends and family of ______________, one of our students at Belfast, who died in a *car accident early Saturday morning. On Monday we will have counselors available in the building to meet with and support our students throughout the day as needed. ?If you have any concerns regarding your child, please call 585-365-2646.Staff Text AlertBelfast Staff, Last evening there was a *car accident that resulted in at least one fatality and injuries to others. We will have a meeting on Monday with faculty and staff at 7:30 am in the auditorium to discuss the support we will have in place for students and staff members. We will also ask that you reconvene at the end of the day to reflect at 3:15 pm in the auditoriumEmail Reminder of End of Day MeetingBelfast Staff, I want to extend a special thanks to our staff members for supporting all of our students today! As a reminder, there will be a brief meeting at the end of the day for all staff. ? The meeting will last approximately 5-10 minutes. ?We will briefly explain the plans for tomorrow.Reminder of Next Day PlanStaff,?here is a reminder about what we talked about at the end of the day faculty meeting. ?For tomorrow, we are going to provide targeted support for those students who need it.The crisis team has identified students who are having extreme difficulty. ?These students will need to be checked on frequently between now and the end of the school year. ?Our school psychologist will support these students during the school day. If you have concerns about a particular student please contact Kayla Green. You can find information in the handouts provided regarding how to support and interact with a grieving student. Teachers will be asked to continue to monitor and observe students. ?Although students may continue to express sadness, most will receive all the comfort and support they need while proceeding with their classes as usual. ?In fact, research tells us that continuing with a normal structured routine is helpful to the grieving process. However, if a student is unable to participate or function in class or is inconsolable, call Kayla Green in the Guidance Office. ?One of our staff members will follow up to meet and talk with the student as soon as it is possible. Please send all students, who request to leave, to the Guidance office, as opposed to other destinations, even if they request it. ?Thanks again for your continued support of our students during this difficult time.Email Regarding Funeral Arrangements to StaffStaff, I know staff members have expressed interest in the funeral arrangements for ________. Calling hours for _________ are ________ from _________ PM at the ________________________ Funeral Home located at _______________________. Calling hours are open to the public. The funeral service for _____________ is at ___________________. However, ____________’s family has requested that the service be only for close family and friends.Outline of Staff MeetingIntroduction - General facts - Belfast students were involved in an accident early Saturday morning that resulted in the death of __________________________. This is a terribly sad tragedy. ?We offer our thoughts and prayers to __________________'s family and friends. ?We are going to share our plan to support both our staff and students for today and then we ask that you reconvene at the end of the day to reflect at 3:15 pm in the auditorium.Plan of Student Support - Counselors will be set up in the media center to meet with any student or staff member who would like to meet with us or just have a quiet place to sit throughout the day. ?Please send any student to us if they express the desire to see us. ?Teacher Response and Statement- The sudden loss of a student or adult in the school system is a tragic event and can be a point of crises for the school system. The school community's response to the death situation will set the stage for how well people cope with the loss. The best approach to a death is to acknowledge the death, encourage people to express their emotions and feelings, and provide adequate supportive assistance and counseling.Now I’m going to talk about the statement to read to your students. It is important to stick to the script so that all students get the same information. ?Class I have some sad news to share.? Early Saturday morning there was a car accident. This resulted in the death of ___________________.? This is an unfortunate tragedy and our thoughts and prayers are with __________ and their family at this time.? We will have counselors available for you in the media center throughout the day today.? If you feel that you need to talk to someone or just need to take a break from class let your teacher know and then report to the media center.? You are welcome to go to the media center at any time today.? Remember that all people grieve differently.? Some people may cry, some may laugh, and some choose to remember the good times.? Please be respectful to everyone in this difficult time… Would anyone like to leave at this time to go to the media center?It’s important to acknowledge differences in grieving to encourage students to be sensitive to individual reactions. Also, it is important to note that this may affect a wide range of individuals for various reasons. None of us are immune to death and when it hits close to home it can stir up many emotions. With that being said we are here to support teachers as well and should not be judgmental about those who become emotional. *After reading the statement gauge the tone of the classroom. If you sense that students need additional time to process, then allow them to come together and do so as a group. Say, “I can sense that the class may want to talk more about this, we could take some time to share our thoughts if you would like.” If you are not comfortable with doing this, then don’t. Don’t force or call on students to talk; just let them volunteer. Simply allow students to talk and do most of the listening. When you do talk be honest, share only facts and avoid judgments and interpretations (It is okay to say “I don’t know or “we don’t know that for sure”). Be empathetic and reflect or restate what students say to acknowledge their feelings. Keep the discussion on thoughts, feelings and memories. It is acceptable to briefly and calmly speak about your reaction (shock/sadness/confusion) as students may look to you for guidance and modeling. Reassure students that these feelings are normal. When the discussion is coming to an end let them know you appreciate what has been shared and repeat that there will be additional support in the Media Center. To transition you might also choose to have students work on a quiet activity like writing thoughts down in a journal. One of the most basic things people can do to help those grieving is to check in with them and make sure their most basic needs are being met. This is why others may make dishes to bring to those who are grieving. We need to do our best to ensure basic needs of students are met including physiological needs like eating, getting fluids and rest as well as safety needs (being reassured they are safe and cared for). A simple statement like, “how are you doing today” conveys empathy and warmth. Going along with that if you come across a student who is visibly distressed do not ignore it-check in with them.Address Logistical Concerns & End MeetingSample StatementClass, I have some sad news to share. As some of you may already know, early Saturday morning there was a car accident in_________. This resulted in the death of __________. This is an unfortunate tragedy and our thoughts and prayers are with _________ and their family at this time. We will have counselors available for you in the media center throughout the day today. If you feel that you need to talk to someone or just need to take a break from class let your teacher know and then report to the media center. You are welcome to go to the media center at any time today. Remember that all people grieve differently. Some people may cry, some may laugh, and some choose to remember the good times. Please be respectful to everyone in this difficult time.*After reading the statement gauge the tone of the classroom. If you sense that students need additional time to process, then allow them to come together and do so as a group. Say, “I can sense that the class may want to talk more about this, we could take some time to share our thoughts if you would like.” Don’t force or call on students to talk; just let them volunteer. Simply allow students to talk and do most of the listening. When you do talk be honest, share only facts and avoid judgments and interpretations (It is okay to say “I don’t know or “we don’t know that for sure”). Be empathetic and reflect or restate what students say to acknowledge their feelings. Keep the discussion on thoughts, feelings and memories. It is acceptable to briefly and calmly speak about your reaction (shock/sadness/confusion) as students may look to you for guidance and modeling. Reassure students that these feelings are normal. When the discussion is coming to an end let them know you appreciate what has been shared and repeat that there will be additional support in the Media Center. To transition you might also choose to have students work on a quiet activity like writing thoughts down in a journal. Student Sign-in for Crisis Center (located in the multi-purpose room)NameGradeTime InCheck OneTime OutI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfI would like to talk with a counselorI would like some time by myselfWorking List of Students Who Need Counseling/Check-inPK-6th GradersNameGradeHR TeacherNotesWorking List of Students Who Need Counseling/Check-in7-12th GradeNameGradeNotesFollow-up Email to StaffHi Everyone, Since it has been about one month since our recent tragedy it is a good time for us to re-evaluate how students are coping. ?Please take a moment to read through the following list of risk factors?and think about your students. ?While it is normal for students to be still be experiencing some difficulties, we want to be on the lookout for those who are displaying significant impairment/symptoms. ?If someone comes to mind who you are particularly concerned about please let a principal, counselor, or nurse know. - ? ? ? ? ?Student is unable to enjoy life at all - ? ? ? ? ?Student attendance and school performance has significantly declined - ? ? ? ? ?Student displays sudden, severe or delayed reactions to the trauma - ? ? ? ? ?Student is unable to escape intense, ongoing distressing feelings - ? ? ? ? ?Student reactions and behaviors are significantly interfering with usual activities - ? ? ? ? ? Student withdraws from caregivers or friends - ? ? ? ? ?Student has behavioral outbursts (becomes fearful, crying, clinging etc..) to avoid something that reminds them of the trauma - ? ? ? ? ?Student acts very differently compared to before the trauma - ? ? ? ? ?Student feels jumpy or has nightmares because of, or about, the trauma - ? ? ? ? ?Student cannot stop thinking about the trauma - ? ? ? ? ?Inability to respond to comfort and rejection of support - ? ? ? ? ?Prolonged physical complaints or significant disturbances in sleep or appetite - ? ? ? ? ?Acting younger for a prolonged period - ? ? ? ? ?Also, be on the lookout for repeated statements about the desire to join the deceased, which may suggest an intent to cause self-injuryIf you feel that someone may be contemplating suicide, please make contact with a counselor in person or over the phone (not by email) so that a risk assessment can be completed prior to the school day ending. Again, the best things you can do for those struggling are… - ? ? ? ? ?Be a good listener and provide support within reason (academics, organization etc..) - ? ? ? ? ?Encourage healthy coping strategies (exercise, healthy eating, involvement in community/family activities) - ? ? ? ? ?Refer to a counselor if you are concerned, “I’ve noticed ______ and I am concerned about you. ?There are people trained that can help you work through some of these thoughts/feelings.”How to Support Grieving StudentsUnderstanding Grief ReactionsGrief is a normal and necessary response to loss. It is a process that everyone experiences differently. Although both individuals and the school community at-large may experience the general stages of grief, they may not necessarily experience these stages in the same timeframe or order. The stages of grief include emotional numbness, anger, disorganization, bargaining, depression, and acceptance.Grief reactions may affect a student's school performance and behavior. Reactions to grief may include denial, anger, sadness, anxiety, fear, confusion, inability to concentrate, difficulty sleeping, and guilt.The death of a peer can be particularly distressing to students. For preadolescents and adolescents, the death of a peer may not only constitute the loss of a classmate but also may point out the reality of his or her own mortality. In addition, young people may have had little to no experience in coping with death.How to Support Grieving StudentsThe most important thing teachers can do is to allow some opportunity for students to express feelings related to the death. Help them through the grief process by acknowledging the pain and grief they are experiencing, by being a good, active listener, and by reassuring them that their feelings are normal and expected.Maintain normal school routines as much as possible. In the wake of a traumatic event life can feel chaotic and out of control. It’s beneficial for the child to have a predictable class schedule and format. Be available and notice student reactions that are out of the ordinary. Check in with students.Listen non-judgmentally and reflect back. Talk less and listen more, convey empathy.DOs and DON’Ts with Grieving StudentsDO listen. Grieving students need a safe, trusted adult who will listen to themDO follow routines. Routines provide a sense of safety, which is very comforting to the grieving student.DO set limits. Just because students are grieving, doesn’t mean that the rules do not apply. When grieving, students may experience lapses in concentration or exhibit risk-taking behavior. Setting clear limits provides a more secure and safer environment for everyone under these circumstances.DO NOT suggest that the student has grieved long enough.DO NOT indicate that the student should get over it and move on.DO NOT act as if nothing has happened.DO NOT say things like:? - “It could be worse. You still have one brother.”? - “I know how you feel.”? - “You’ll be stronger because of this.” DO NOT expect the student to complete all assignments on a timely basis.As a teacher, you have the opportunity to touch children’s lives in a very special way. Your actions have a lifelong impact. When a death influences the lives of your students, you and your school, can make a life-long difference by creating an environment for healing and support.Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers0000 When a large-scale tragedy occurs, it can cause strong and deeply felt reactions in adults and children. How adults express their emotions will influence the reactions of children and youth. Parents and teachers can help youngsters manage their feelings by both modeling healthy coping strategies themselves and closely monitoring their own emotional state and that of the children in their care. Common Reactions to Trauma It is not uncommon to feel any or all of the following:Shock/disbeliefFearGuilt GriefConfusionShame/lossAnger These reactions are often closely linked and can be difficult to separate, (e.g., where does grief end and outrage begin). Children, in particular, may have trouble understanding and talking about their feelings. Emotional reactions take place over a period of time and may not happen in any particular order. They can affect our behavior, our ability to function, and our overall sense of well-being. The intensity and ways we express our reactions will vary depending on our personal experience, general mental health, other stress factors in our lives, our coping style, our ability to self-monitor our emotional state, and our support network. This is true for both adults and children. Children of all ages may need guidance and support from the significant adults in their lives (parents, teachers, coaches, etc.) as they work through their thoughts and emotional reactions to the event. Anger: A Natural Reaction For many people, adults and children alike, anger will be a natural extension of other emotions because it is a defensive mechanism that makes us feel more in control. As well, anger with the perpetrators of these horrible acts is, in many ways, justified. The desire to “retaliate” can be strong—but quite harmful if not redirected to a positive outlet. In some situations, a significant factor in the expression of anger is the lack of a concrete “enemy” on which to focus our feelings. As long as there is doubt about the identity of the perpetrators and a lack of closure, or when the trauma is a natural disaster, anger and other strong emotions have no specific target. Such situations can lead to more inappropriate expressions. Adults must ensure that children do not “take out” their anger in inappropriate ways, such as lashing out at classmates or neighbors who might be unfairly associated with the perpetrators of violence because of their ethnicity or other affiliations. The key is to direct anger and other strong emotions in socially and psychologically healthy ways. Recognizing Anger The first step in helping children manage their anger is getting your anger under control. Be aware of cues in your own behavior. If necessary, ask someone you trust (a family member, friend or colleague) to give you feedback on your anger reaction. Observe the behavior of other adults around you and your child(ren) and be supportive if they show signs of increased anger. Signs of Anger in Adults Short temper/impatienceSleep problemsEating problemsRestlessness and agitationHitting and slamming objects, pets, or peopleDesire to inflict harmVerbal outbursts toward family, friends, or fellow workersA sense of losing control over your lifePoor concentration or attention spanObsessing about the eventPhysical health affected; increase in blood pressure, dizzy, headaches, heart rate elevated, clenched jaw, knot in the stomach, and tight muscles, etc. You feel life should be fair, but it is not; and things are not how you want them to beSigns of Anger in Children Behavioral outbursts, many times without an obvious causeSleep problemsPhysical attacks on others or animals, even among preschoolersDisobedience from otherwise well-behaved child(ren)Child state he/she is really sad and does not know whyComplaints of stomachaches and headaches; or vague aches and pains. Other reactions similar to those of adultsDealing with Anger Some people have more problems than others dealing with anger. They either try to deny or ignore their feelings and keep them inside or overreact and “blow-up.” These negative coping strategies can be physically and emotionally unhealthy. Pretending we don’t feel badly can have long-term effects that may eventually cause us to “lose it.” Conversely, psychological research shows that acting out your anger will not relieve it, but instead will make it more intense. We can learn to control or diffuse anger by how we think about the event or people involved and by finding other ways to regain our sense of control and security. Anger can also mask other emotions, such as grief, loss, or fear. It is important to address these related emotions as a way to deal with angry feelings. Controlling Your Anger Admit you are angry.Recognize this is a common reaction to an overwhelming event. It is how you control and manage your reaction that makes the difference. Try to identify the related emotions that may be fueling your anger, (e.g., sorrow, fear.) Find appropriate outlets for these related and equally important emotions, (e.g., talk with family members or friends, seek grief counseling, get involved in activities to help victims, etc.).Understand that it not just the actual event that drives your anger, but how you think about it. Develop a “positive” outlook and look for what can be done to help rather than harm. Stop, take a deep breath, visualize something peaceful or enjoyable, and try to relax for a few minutes. Avoid/decrease negative ways to cope, such as misuse of alcohol or drugs. Find an acceptable outlet, such as exercise, getting involved with your favorite hobby, sports. Distract yourself from continuing to think about the event -- call a friend, go to a movie. Keep a sense of humor. Turn off the TV and radio; play your favorite music. Keep to your daily routines. Consult your doctor or a mental health specialist if your reactions continue to intensify, or you feel like doing harm to yourself or others. If you are seeing a mental health professional, be sure to share your angry feelings. Helping Children Control Anger Realize they will imitate your responses and reactions. Let them understand anger is a normal emotion under these circumstances that can even include feelings of revenge. However, acting out anger, hurting others, and uncontrolled anger is not okay. Answer their questions honestly and openly; but always consider their developmental age. Make family time to talk to the child(ren) about their reaction to the events. Have child(ren) come up with ideas on how to help those who have been injured, left homeless, or otherwise affected by the tragedy. Teach them to stop, take a deep breath, and imagine a restful scene or enjoyable activity for a few minutes as a way to relax. Turn off the TV and make sure violence in the media is restricted or monitored. Try to understand and encourage children to talk about their fears/sense of loss. Try to help them see how they would feel if someone hurt, yelled at, or hit them. Sports, exercise, or other physical activity can be quite helpful. Be flexible in discipline and monitor your reactions to their misbehaviors. Seek mental health or physician consultation if these reactions do not clear up after 30 days. Keep family and school routines; get back to a normal life schedule as soon as possible. If age permits, get the child involved in volunteer work or community service, such as the Red Cross or Animal Shelter, where a child can feel that he/she is making a difference. Warning Signs of Serious Emotional Trauma While strong emotional reactions to tragic events are normal, most will fade over the following weeks and most children soon will be able to resume normal activities with minimal displays of anger or anxiety. However, if any of the following symptoms or behaviors continue beyond a few weeks, or if any of these symptoms are exhibited to such a degree that it severely impacts the child’s ability to participate in school or home activities, parents and teachers should seek mental health services for evaluation and possible treatment. Disruption in peer relationships (little or no interactions with friends, significant increase in conflict with classmates or friend). Strained family relationships (high degree of misbehavior, lashing out against family members, refusal to participate in normal family routines). Significant decrease in school performance. Ongoing physical complaints with no apparent cause. Use of chemicals, alcohol (or increase in comparison to previous behavior). Repeated nightmares and reporting strong fears of death, violence, etc. Repetitive play re-enacting the traumatic events. Low self-esteem, negative talk about self (if this was not apparent prior to the trauma). General lack of energy and lack of interest in previously enjoyed activities. Parents and teachers can help children overcome traumatic effects of a tragedy or disaster and use the process as an opportunity to teach them how to cope more effectively and deal with new challenges. (Interestingly, the Chinese sign for “crisis” is two symbols – “Danger” and “Opportunity.”) Depending on the scope of the event, the process may take time and patience and the willingness to reach out to friends, neighbors, and co-workers to lend mutual support. ? 2012, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, Fax (301) 657-0275; Helping Children Cope with Loss, Death, and Grief: Tips for Teachers and ParentsSchools and communities around the country will be impacted by the loss of life associated with the war in Iraq. The effects may be significant for some people because of their emotional closeness to the war and/or their concern over terrorism. How school personnel handle the resulting distress can help shape the immediate and longer-term grieving process for students, staff, and families. Children, in particular, will need the love and support of their teachers and parents to cope with their loss and reach constructive grief resolution. Expressions of Grief Talking to children about death must be geared to their developmental level, respectful of their cultural norms, and sensitive to their capacity to understand the situation. Children will be aware of the reactions of significant adults as they interpret and react to information about death and tragedy. In fact, for primary grade children adult reactions will play an especially important role in shaping their perceptions of the situation. The range of reactions that children display in response to the death of significant others may include: ? Emotional shock and at times an apparent lack of feelings, which serve to help the child detach from the pain of the moment; ? Regressive (immature) behaviors, such as needing to be rocked or held, difficulty separating from parents or significant others, needing to sleep in parent’s bed or an apparent difficulty completing tasks well within the child’s ability level; ? Explosive emotions and acting out behavior that reflect the child’s internal feelings of anger, terror, frustration and helplessness. Acting out may reflect insecurity and a way to seek control over a situation for which they have little or no control; ? Asking the same questions over and over, not because they do not understand the facts, but rather because the information is so hard to believe or accept. Repeated questions can help listeners determine if the child is responding to misinformation or the real trauma of the event. Helping Children Cope The following tips will help teachers, parents, and other caregivers support children who have experienced the loss of parents, friends, or loved ones. Some of these recommendations come from Dr. Alan Wolfelt, Director of the Center for Loss and Life Transition in Fort Collins, Colorado. ? Allow children to be the teachers about their grief experiences: Give children the opportunity to tell their story and be a good listener. ? Don’t assume that every child in a certain age group understands death in the same way or with the same feelings: All children are different, and their view of the world is unique and shaped by different experiences. (Developmental information is provided below.) ? Grieving is a process, not an event: Parents and schools need to allow adequate time for each child to grieve in the manner that works for that child. Pressing children to resume “normal” activities without the chance to deal with their emotional pain may prompt additional problems or negative reactions. ? Don’t lie or tell half-truths to children about the tragic event: Children are often bright and sensitive. They will see through false information and wonder why you do not trust them with the truth. Lies do not help the child through the healing process or help develop effective coping strategies for life’s future tragedies or losses. ? Help all children, regardless of age, to understand loss and death: Give the child information at the level that he/she can understand. Allow the child to guide adults as to the need for more information or clarification of the information presented. Loss and death are both part of the cycle of life that children need to understand. ? Encourage children to ask questions about loss and death: Adults need to be less anxious about not knowing all the answers. Treat questions with respect and a willingness to help the child find his or her own answers. ? Don’t assume that children always grieve in an orderly or predictable way: We all grieve in different ways and there is no one “correct” way for people to move through the grieving process. ? Let children know that you really want to understand what they are feeling or what they need: Sometimes children are upset but they cannot tell you what will be helpful. Giving them the time and encouragement to share their feelings with you may enable them to sort out their feelings. ? Children will need long-lasting support: The more losses the child or adolescent suffers, the more difficult it will be to recover. This is especially true if they have lost a parent who was their major source of support. Try to develop multiple supports for children who suffer significant losses. ? Keep in mind that grief work is hard: It is hard work for adults and hard for children as well. ? Understand that grief work is complicated: Deaths that result from a terrorist act or war can brings forth many issues that are difficult, if not impossible, to comprehend. Grieving may also be complicated by a need for vengeance or justice and by the lack of resolution of the current situation: the conflict may continue, and the nation may still feel at risk. The sudden or violent nature of the death or the fact that some individuals may be considered missing rather than dead can further complicate the grieving process. ? Be aware of your own need to grieve: Focusing on the children in your care is important, but not at the expense of your emotional needs. Adults who have lost a loved one will be far more able to help children work through their grief if they get help themselves. For some families, it may be important to seek family grief counseling, as well as individual sources of support. Developmental Phases in Understanding Death It is important to recognize that all children are unique in their understanding of death and dying. This understanding depends on their developmental level, cognitive skills, personality characteristics, religious or spiritual beliefs, teachings by parents and significant others, input from the media, and previous experiences with death. Nonetheless, there are some general considerations that will be helpful in understanding how children and adolescents experience and deal with death. ? Infants and Toddlers: The youngest children may perceive that adults are sad but have no real understanding of the meaning or significance of death. ? Preschoolers: Young children may deny death as a formal event and may see death as reversible. They may interpret death as a separation, not a permanent condition. Preschool and even early elementary children may link certain events and magical thinking with the causes of death. For instance, because of the World Trade Center disaster, some children may imagine that going into tall buildings may cause someone’s death. ? Early Elementary School: Children at this age (approximately 5-9) start to comprehend the finality of death. They begin to understand that certain circumstances may result in death. They can see that, if large planes crash into buildings, people in the planes and buildings will be killed. In case of war images, young children may not be able to differentiate between what they see on television, and what might happen in their own neighborhood. However, they may over-generalize, particularly at ages 5-6—if jet planes don’t fly, then people don’t die. At this age, death is perceived as something that happens to others, not to oneself or one’s family. ? Middle School: Children at this level have the cognitive understanding to comprehend death as a final event that results in the cessation of all bodily functions. They may not fully grasp the abstract concepts discussed by adults or on the TV news but are likely to be guided in their thinking by a concrete understanding of justice. They may experience a variety of feelings and emotions, and their expressions may include acting out or self-injurious behaviors as a means of coping with their anger, vengeance and despair. ? High School: Most teens will fully grasp the meaning of death in circumstances such as an automobile accident, illness and even the World Trade Center or Pentagon disasters. They may seek out friends and family for comfort or they may withdraw to deal with their grief. Teens (as well as some younger children) with a history of depression, suicidal behavior and chemical dependency are at particular risk for prolonged and serious grief reactions and may need more careful attention from home and school during these difficult times. Tips for Children and Teens with Grieving Friends and Classmates Seeing a friend try to cope with a loss may scare or upset children who have had little or no experience with death and grieving. Following are some suggestions teachers and parents can provide to children and youth to deal with this “secondary” loss. ? Particularly with younger children, it will be important to help clarify their understanding of death. See tips above under “helping children cope.” ? Seeing their classmates’ reactions to loss may bring about some fears of losing their own parents or siblings, particularly for students who have family in the military or other risk related professions. Children need reassurance from caregivers and teachers that their own families are safe. For children who have experienced their own loss (previous death of a parent, grandparent, sibling), observing the grief of a friend can bring back painful memories. These children are at greater risk for developing more serious stress reactions and should be given extra support as needed. ? Children (and many adults) need help in communicating condolence or comfort messages. Provide children with age-appropriate guidance for supporting their peers. Help them decide what to say (e.g., “Steve, I am so sorry about your father. I know you will miss him very much. Let me know if I can help you with your paper route….”) and what to expect (see “expressions of grief” above). ? Help children anticipate some changes in friends’ behavior. It is important that children understand that their grieving friends may act differently, may withdraw from their friends for a while, might seem angry or very sad, etc., but that this does not mean a lasting change in their relationship. ? Explain to children that their “regular” friendship may be an important source of support for friends and classmates. Even normal social activities such as inviting a friend over to play, going to the park, playing sports, watching a movie, or a trip to the mall may offer a much-needed distraction and sense of connection and normalcy. ? Children need to have some options for providing support—it will help them deal with their fears and concerns if they have some concrete actions that they can take to help. Suggest making cards, drawings, helping with chores or homework, etc. Older teens might offer to help the family with some shopping, cleaning, errands, etc., or with babysitting for younger children. ? Encourage children who are worried about a friend to talk to a caring adult. This can help alleviate their own concern or potential sense of responsibility for making their friend feel better. Children may also share important information about a friend who is at risk of more serious grief reactions. ? Parents and teachers need to be alert to children in their care who may be reacting to a friend’s loss of a loved one. These children will need some extra support to help them deal with the sense of frustration and helplessness that many people are feeling at this time. Resources for Grieving and Traumatized Children At times of severe stress, such as the trauma of war or terrorist attacks, both children and adults need extra support. Children who are physically and emotionally closest to this tragedy may very well experience the most dramatic feelings of fear, anxiety and loss. They may have personally lost a loved one or know of friends and schoolmates who have been devastated by these treacherous acts. Adults need to carefully observe these children for signs of traumatic stress, depression or even suicidal thinking, and seek professional help when necessary. Resources to help you identify symptoms of severe stress and grief reactions are available at the National Association of School Psychologist’s website— . See also: For Caregivers ? Deaton, R.L. & Berkan, W.A. (1995). Planning and managing death issues in the schools: A handbook. Westport, CT: Greenwood Publishing Group. ? Mister Rogers Website: (see booklet on Grieving for children 4-10 years) ? Webb, N.B. (1993). Helping bereaved children: A handbook for practitioners. New York: Guilford Press. ? Wolfelt, A. (1983). Helping children cope with grief. Bristol, PA: Accelerated Development. ? Wolfelt, A (1997). Healing the bereaved child: Grief gardening, growth through grief and other touchstones for caregivers. Ft. Collins, CO: Companion. ? Worden, J.W. (1996). Children and grief: When a parent dies. New York: Guilford Press ? Helping Children Cope With Death, The Dougy Center for Grieving Children, . For Children ? Gootman, M.E. (1994). When a friend dies: A book for teens about grieving and healing. Minneapolis: Free Spirit Publishing. ? Greenlee, S. (1992). When someone dies. Atlanta: Peachtree Publishing. (Ages 9-12). ? Wolfelt, A. (2001). Healing your grieving heart for kids. Ft. Collins, CO: Companion. (See also similar titles for teens and adults) Adapted from material first posted on the NASP website after September 11, 2001. ? 2003, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, Helping Children Cope with Terrorism and Promoting Compassion and Acceptance in CrisisIntentional acts of violence that hurt innocent people are frightening and upsetting. Children and youth will look to adults for information and guidance on how to react.?Families and school personnel can help children cope first and foremost by establishing a sense of safety and security. As information becomes available, adults can continue to help children work through their emotions and, perhaps, even use the process as a learning experience.All Adults Should: Model calm and control. Children take their emotional cues from the significant adults in their lives. Avoid appearing anxious or frightened.Reassure children they are safe and (if true) so are the important adults and other loved ones in their lives. Depending on the situation, point out factors that help ensure their immediate safety and that of their community.Remind them trustworthy people are in charge. Explain that emergency workers, police, firefighters, doctors, and the government are helping people who are hurt and are working to ensure that no further tragedies like this occur.Let children know it is okay to feel upset. Explain all feelings are okay when a tragedy like this occurs.?Let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.Tell children the truth. Don't try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening. At the same time, it will be important to tell children that while the threat of terrorism is real, the chances they will be personally affected is lowStick to the facts. Don't embellish or speculate about what has happened, or where another attack might occur. Don't dwell on the scale or scope of the tragedy, particularly with young children.Be careful not to stereotype people or countries that might be associated with the violence. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing immediately.Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children will be more vocal in asking questions about whether they truly are safe. They may need assistance separating reality from fantasy. Upper middle school and high school students will have strong and varying opinions about the causes of violence and threats to safety in schools and society. They will share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage them to verbalize their thoughts and feelings. Be a good listener!Maintain a "normal" routine. To the extent possible stick to normal classroom or family routines but don't be inflexible. Children may have a hard time concentrating on schoolwork or falling asleep at night.Monitor or restrict exposure to scenes of the event as well as the aftermath. In particular, monitor exposure to social media. For older children, caution against accessing news coverage from only one source.Observe children's emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child's level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express fear or grief.Be aware of children at greater risk. Children who have a connection to this particular event, have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be particularly observant for those who may be at risk of suicide. Seek the help of a mental health professional if you are at all concerned.Provide an outlet for students' desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.Keep lines of communication open between home and school. Schools are a good place for children to experience a sense of normalcy. Being with their friends and teachers is helpful.?Schools should inform families about available resources, such as talking points or counseling, and plans for information sharing and discussions with students. Parents should let their child's teacher or school mental health professional know if they have concerns or feel their child may need extra support.Monitor your own stress level. Don't ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know you are sad, but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise.Most importantly, adults must model compassion and acceptance of differences in their words and behavior. Key MessagesViolence and hate are never solutions to anger. Perpetrators of violence—against fellow students or against our country—cause tremendous harm because they act violently against innocent people out of blind hate. We must not act like them by lashing out at innocent people around us, or “hating” them because of their origins, their appearance, or their mode of dress.Groups of people should not be judged by the actions of a few. It is wrong to condemn an entire group of people by association of religion, race, homeland, affiliations, or even proximity. No one likes to be blamed or threatened for the actions of others.America is strong because of its diversity. American democracy is founded on respect for individual differences. Those differences in culture, religion, ideas, ethnicity, and other forms of identity have contributed to the strength and richness of our country.All people deserve to be treated with fairness, respect, and dignity. Certainly, individuals proven to be guilty of a crime should be punished. No matter how angry we are over these terrible crimes, our Constitution ensures fair and equitable treatment under the law for all Americans.Vengeance and justice are not necessarily the same.?Justice means punishing the real perpetrators, not innocent people. Hurting other children and neighbors will not make us safer, stop terrorists, or help punish students who harm or harass classmates. It will only add to the hate and anger, increasing the risk of further violence.We are in this together. People of all ethnicities are hurt by terrorism and other acts of senseless violence. We need to support each other, comfort each other, and work together to help those most in need during difficult times.History shows us hate only causes harm. Some of our country’s darkest moments resulted from prejudice and hate for our own people because individuals acted out of fear. We must not repeat terrible mistakes such as our inappropriate, often violent treatment and ignorance of persons of minority groups.We need to work for peace in our communities and around the world. By reaching out to our classmates, friends, and neighbors from diverse backgrounds, we can help heal the wounds from tragic events and build stronger, more resilient communities.Acceptance is a lifelong endeavor. Although it is critical in the immediate aftermath of a crisis to protect classmates and neighbors from harassment, the issues of acceptance and inclusion go beyond crisis recovery. We must embrace these values for all time. This includes all races, religions, ethnicities, sexual orientations, gender identities, and those with special needs.Helping Teens Children with Traumatic Grief: Tips for Caregivers (From the National Child Traumatic Stress Network)I WANT YOU TO KNOW THAT:YOU CAN HELP ME WHEN YOU: 1. I may feel sad, scared, empty, or numb but be embarrassed to show my true feelings. Yet, I may say too much on social media. 1. Say that it is painful when someone you care about dies. Talk about your own feelings and invite me to talk about mine once I’m ready. Discuss sharing things on social media. Offer to find me a counselor if it seems easier for me to talk to someone outside the family. 2. I might have behavior problems that are new or worse than before the trauma (angry outbursts, irritability, rule breaking, revenge seeking). I may be doing serious, unsafe, or harmful behaviors (self-injury, risky sexual behavior, drug or alcohol use). 2. Have patience and try to remain calm while setting appropriate limits on behaviors. Encourage me to get back to routines and activities with friends. For serious, risky, or harmful behaviors, get professional help. 3. I have trouble concentrating and paying attention or have a change in sleep patterns, such as staying up later or sleeping in all day. 3. Realize that I may be having scary thoughts about the trauma and not tell you. Talk with me about ways to cope with these, like getting back to enjoyable activities or listening to calming music. Taking a technology break at night will help me to sleep better. 4. Have physical reactions like jumpiness, stomach aches, headaches, a pounding heart, or body aches. These may be worse after being around people, places, sounds, situations or other things that remind him of the trauma or the person who died 4. Recognize that I may minimize these physical reactions—or do the opposite—exaggerate a minor ailment or injury. Encourage me to use physical activities to release tension or try relaxing things, like deep breathing or gentle stretching. 5. I may think that life is meaningless, feel guilty for being okay, or withdraw from family and friends—yet retreat to social media or gaming. 5. Discuss solutions for feeling sad and mention that, while social media can be helpful, I may feel better seeing friends in person. Check with other adults I may confide in to discuss ways to support me. If I seem very sad or guilty, seek professional help. 6. Sometimes I wonder if something bad will happen to me or that other important people in my life. I may express this by appearing anxious or worried or seeming not to care about the future (not studying, skipping school), or risk-taking behavior. 6. Help me develop a realistic picture of the dangers in life. Talk about ways for me to take control of my safety and future (e.g. driving carefully, eating well and exercising, asking others for help). 7. I may talk about feeling responsible for the death. 7. Give honest, accurate, and age-appropriate information. Teens get information from all kinds of media, so let me know you will always tell me the truth. If I feel responsible, reassure me to not worry; that I did the best I could at the time. 8. Sometimes I might not want to talk about the person who died. I may try to change or reject the topic (“leave me alone”) or shrug it off. I may hide my discomfort and act as if nothing bothers me or as if I’m is doing fine. 8. Realize that I may think that talking about the trauma or the person who died will upset you. Even if you feel rejected, do stay involved with me and know where I am and what I’m doing. I need your presence more than ever. 9. I might refuse to go places or do things that remind me of the person who died, or of how my life has changed since the person died. 9. Understand that I may be overwhelmed by upsetting feelings but want to look strong or act as if nothing is wrong. This may be a sign of traumatic grief, and a professional can help. 10. I may not want to talk about or remember good things about the person who died because it brings up reminders of the traumatic death. 10. Keep pictures of the person who died around for me to see. Tell me stories about the person and make me a memory book so I can keep the person in my mind and my heart. Each teen grieves in unique ways. After a sudden or violent death some teens may develop traumatic grief responses and have difficulty coping. Here are ways to recognize and help your teen with traumatic grief. Being nonjudgmental, open to compromise and considering your teen’s point of view are important.If any of these problems get in the way of your teen’s functioning at school or home, or continue more than 1-2 months, get help from a mental health professional who has experience treating children and teens with trauma or traumatic grief. Helping Young Children with Traumatic Grief: Tips for Caregivers (From the National Child Traumatic Stress Network) I WANT YOU TO KNOW THAT: YOU CAN HELP ME WHEN YOU: 1. Even though I am a very young, I miss the person and get very sad. 1. Teach me to talk about my feelings with words. Tell me it is OK to be sad and that you get sad too. Be careful not to get too upset around me, because it might make me worry. 2. My feelings change a lot. Sometimes I am sad and other times I like to have fun. 2. Try to understand me and get it right and when you tell me you understand how I feel and that it is OK. 3. I may not understand that when someone dies they are gone and can never come back.3. Remind me quietly that the person cannot come back—even if I ask over and over again. Don’t say things to grownups that will scare me or confuse me because I do hear you, even if you don’t think I do. 4. Sometimes I worry that I will die or that you will not come back if you leave. I might cry and cling to you at bedtime or going to school. 4. Tell me that you will keep us safe. Tell me when you leave that you will always come back and give me a picture of us or a note in my lunchbox to remind me that you will be back. Remind me that I can always feel better when I cuddle my blanket or teddy bear. Help me relax at bedtime by reading stories or listening to music. 5. My upset feelings might come out as physical reactions like tummy aches and headaches or as behavior problems like not listening or fighting. Sometimes I may act like a baby by sucking my thumb or wetting my bed or my clothes. 5. Help me do things to feel calmer, get back to my routines and activities, and have fun again. 6. Sometimes over and over I keep playing how the person died (like making my toy cars crash or having bad guys shooting) to try to understand it. 6. Help me understand the death with words I can understand. Tell me the truth simply without scary details. Do not let me see pictures of what happened if it is on the news. 7. I may not want to talk about the person who died because it’s too hard or because I don’t want to make you cry. 7. Don’t get mad if I don’t want to talk about the person who died yet. 8. I may not like to do things or go places that remind me of the person who died. 8. Tell me that you understand that it is too hard right now for me to do things or go places that remind me. Tell me that it won’t always be this hard. 9. I may think the person who died did not come back because he is mad at me or that it was my fault. I might worry that if I do something wrong (like not follow the rules) someone else will die. 9. Reassure me that the death was not my fault, and I did not make it happen. Explain that the person who died loved me and would come back if they could, but when people die they cannot come back. 10. I may worry I can’t remember things about the person who died and what we did together. 10. Keep pictures of the person who died around for me to see. Tell me stories about the person and make me a memory book so I can keep the person in my mind and my heart. Each child grieves in his or her unique way. After a death that occurs under traumatic circumstances, some young children develop traumatic grief responses, making it hard to cope with their loss. Here are ways to recognize and help young child with traumatic grief. If you are worried about how your child is doing or if any of these problems get in the way of your child having fun, going to school, being with friends, or other functioning, go with your child to a mental health professional.Parent Tips for Helping School-Age Children after Disasters(From the Field Operations Guide of Psychological First Aid) ................
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